THESIS RIGHT WEBINAR, A RESEARCH WRITING BOOT CAMP: LINK ON

RESEARCH SKILLS, ATTITUDES, AND ANXIETY OF PRESERVICE TEACHERS

An Undergraduate Thesis
Presented to the
College of Education
Mindanao State University
General Santos City

In Partial Fulfillment of the

Requirements for the
Degree
Bachelor of Elementary
Education

by

Garao, Sheena Marie O.

Omapas, Al Owenn C.
Tiongson, Dianna Mae A.

January 2023
This undergraduate thesis entitled “THESIS RIGHT WEBINAR, A RESEARCH
WRITING BOOT CAMP: LINK ON RESEARCH SKILLS, ATTITUDES, AND ANXIETY
OF PRESERVICE TEACHERS” prepared and submitted by SHEENA MARIE O.
GARAO, AL OWENN C. OMAPAS and DIANNA MAE A. TIONGSON in partial
fulfillment of the requirements for the degree BACHELOR OF ELEMENTARY
EDUCATION, has been examined and is recommended for ORAL EXAMINATION.

DIANE MAE P. ULANDAY-LOZANO, EdD

Adviser

______________________________________________________________________

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination

JANABETH A. SOQUILON CATHY MAE D. TOQUERO

Chairman Member

______________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for the degree

BACHELOR OF ELEMENTARY EDUCATION.

__________________ MARIA THERESA P. PELONES, D.M.

Date Dean, College of Education
 ABSTRACT

Thesis Right Webinar, A Research Writing Bootcamp is a semester long

research writing bootcamp conducted by the College of Education- Bachelor of

Elementary Education Department in Mindanao State University-General Santos City to

equip and inspire young researchers to write research paper. This study aims to

determine the level of satisfaction of pre-service teachers in the Thesis Right Webinar,

A Research Writing Bootcamp and its link to their research skills, attitudes, and anxiety.

This study employed correlational research design. The respondents of this study

were determined through purposive sampling. It involves one hundred thirty-six (136)

pre-service from Elgen A, Elgen B, Elgen C, and Elgen D enrolled in CPE108 Research

Methods course during the Second Semester of Academic Year 2021-2022. Following

the survey method, the adapted survey questionnaire with modification were used to

gather the needed data. The statistical tools employed in the analysis were frequency

count, percentage rate, weighted mean, Pearson Products-Moment Correlational

Coefficient, and Multiple Regression.

The results showed that the pre-service teachers have a very high level of

satisfaction on the Thesis Right Webinar, A Research Writing Bootcamp. Also, the pre-

service teachers have very high level of the perceived research skills, high level of the

perceived research attitudes, and high level of the perceived research anxiety. It is also

revealed that there is no significant difference between the mean scores of the pre-

service teachers in the pre and post evaluation on their research skills and research

attitudes. However, there is a significant difference in the research anxiety and over-all
results. The results further revealed that research skills and research attitudes of the

pre-service teachers are not contributory to their research anxiety. However, there is a

significant relationship on the impact in the level of research skills and attitudes to the

anxiety of pre-service teachers. Hence, the Bachelor of Elementary Education

Department should continue to conduct the Thesis Right Webinar, A Research Writing

Bootcamp in a face-to-face set up. The research advisers may also conduct more

training and provide learning opportunities to increase the research skills, promote

positive research attitudes, and reduce research anxiety of pre-service teachers.

Keywords: Level of Satisfaction, Thesis Right Webinar A Research Writing Bootcamp,

Research Skills, Research Attitudes, Research Anxiety, Pre-service Teachers,

Mindanao State University-General Santos City

ACKNOWLEDGEMENT

Immeasurable appreciation and deepest gratitude for the help and support are

extended to the following individuals who in one way or another have contributed in

making this study possible:

Dr. Dianne Mae P. Ulanday-Lozano, researchers’ thesis adviser, who made this

study possible. Her support, guidance, advice, valuable comments, and suggestions

carried the researchers through all the stages of pursuing their study;
 Ma’am Janabeth A. Suguilon and Ma’am Cathy Mae D. Toquero, members of the

Panel of Examinrrs, whose comments and suggestions made this work a valuable

endeavor;

Dr. Maria Theresa P. Pelones, Dean of the College of Education, for the

acceptance and approval of this study;

To all of the pre-service teachers of the College of Education, for the cooperation

and for giving time and effort in terms of providing the researchers all the needed

informatio;.

To thsir friends, for their willingness to extend their help during the preparation

and the finalization of this study;

The researchers would also like to give their special thanks to their family as a

whole for their continuous support and understanding when undertaking their research

and in pursuing this study. Your prayer for them was what sustained them this far.

Finally, the researchers would like to thank Almighty God, for letting them

through all the difficulties. They have experienced your guidance day by day, for without

you, this could not be possible.

The Researchers
 TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………………...............…..i

APPROVAL SHEET…………………………………………………………………………….ii

LIST OF FIGURES…………………...………....……………………………...….....

………...v

LIST OF TABLES…………………………………………………………...……….....…...…vi

CHAPTER

I THE PROBLEM

Introduction……………...……………….………………………...……….…1

Statement of the Problem……………………..………………............…….4

Significance of the Study…..……………………………………...…………5

Scope and Delimitation of the Study….………………............................6

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature…………………………………………..………….………7

Conceptual Framework.….………………………………....………………31

Hypotheses………………………..…………………………………….…….34

Definition of Terms………………………………………….…………...…..34

III METHODOLOGY
 Research Design……………………………………………………………..36

Respondents……………………………..………….………………………..38

Research Locale……………………………..………….…………………...38

Research Instrument………………………..………….…………………...40

Thesis Right Webinar: A Research Writing Bootcamp……….…….…41

Data Gathering Procedure……………..…………………………………...43

Statistical Treatment..……………………………………………………….43

IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Level Of Satisfaction Of Pre-Service

Teachers On Thesis Right Webinars

A Research Writing Bootcamp..…………………………………………..45

Level of Perceived Research Skills

of the Pre-service Teachers ………………………...……………………..52

Level of Perceived Research Attitude

of the Pre-service Teachers ………………………...……………………..55

Level of Perceived Research Anxiety

of the Pre-service Teachers ………………………...……………………..57

Difference Between the Pre and Post

Evaluation of the Research Skills,

Attitudes, and Anxiety the Pre-service Teachers.…...……..…………..60

Relationship Among the Levels of Research Skills,

Attitudes, and Anxiety the Pre-service Teachers.…...……..…………..61

 Regression Result on the Impact in the Level

of the Research Skills, Attitudes, and Anxiety

the Pre-service Teachers.…...……..………………………………..……..63

V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary……………………………………………………..…………..……65

Findings………………….….………………………………....………………66

Conclusions………………………..………………………………..….…….68

Recommendations ……………………………………………………...…..69

REFERENCES

APPENDICES

A Letter of Permission………….……………………………………………...78

B Letter to the Respondents…………….…………………….……..……….80

C Research Questionnaire…………………………………………………….82

D Computation On The Level Of Satisfaction

Of Pre-Service Teachers On Thesis Right

Webinars A Research Writing Bootcamp………………………………..90

E Computation On The Level Of Research Skills,

Attitudes, And Anxiety Of Pre-Service Teachers..……………………..98

F Computation On The Significant Difference

 Between The Pre- Evaluation And

Post- Evaluation Of The Research Skills, Attitudes,

And Anxiety Of Pre-Service Teachers………………..……………..

…..105

G Computation On The Significant Relationship

Among Research Skills, Attitudes, And

Anxiety Of Pre-Service Teachers………………………………………..106

H Computation On The Significant Impact In

The Level Of Research Skills And Attitudes

To The Anxiety Of Pre-Service Teachers………………………..……..109

CURRICULUM VITAE
 List of Figures

Figure Page

1 Conceptual Framework 33

2 Research Design 35

3 Research Locale Map 39

4 Thesis Right Webinar: A Research Writing Bootcamp 42

 List of Tables

Table Page

1 Level Of Satisfaction Of The Pre-Service

Teachers On The Thesis Right, A Research
Writing Boot Camp 45

2 Level Of The Perceived Research Skills

Of The Pre-Service Teachers 52

3 Level Of The Perceived Research Attitudes

Of The Pre-Service Teachers 55

4 Level Of The Perceived Research Anxiety

Of The Pre-Service Teachers 57

5 Difference Between The Pre And

Post Evaluation Of The Research Skills,
Attitudes, And Anxiety Of The Pre-Service Teachers 60

6 Relationship among the Levels of Research Skills,

Attitudes, and Anxiety of the Pre-service Teachers 61

7 Regression Result on the Impact in the Level

of Research Skills and Attitudes to the Anxiety of Students 63
 CHAPTER I

THE PROBLEM
Introduction

The global outbreak of the coronavirus (COVID-19) has dramatically changed the

world after confirmed cases last December 2019. In countries where a public infection

has resulted in outbreaks with near rapid expansion, physical distancing measures and

movement restrictions have been implemented to slow the spread of the virus. By

reducing interactions between people, physical distancing measures and movement

limitations frequently referred to as "shutdowns" and "lockdowns" can help decrease

COVID-19 transmission. However, these actions have a detrimental impact on

individuals, communities, and nations by effectively halting social and economic activity

(World Health Organization, 2020)

In education, the emergence of the COVID-19 pandemic causes almost all

educational institutions around the globe to shut down. It affects more than 1.5 billion

learners worldwide, including more than 26 million learners in the Philippines

(UNESCO, 2021). After almost a year of class suspension, the Commission on Higher

Education (CHED) released the Memorandum Order No. 04, s. 2020, which states the

guidelines on the implementation of flexible learning. It is to ensure teaching and

learning continuity amidst the pandemic. Higher education institutions must transition to

a flexible teaching and learning mode by realigning the curriculum, retraining faculty,

and improving infrastructure. These strategic measures must be evaluated, adjusted,

and enhanced continuously to respond to dynamic, unpredictable, and changing

circumstances during times of crisis.

However, this situation becomes even more challenging for college students

primarily in conducting their undergraduate research in which those from less

advantaged backgrounds suffer (Di Pietro et al., 2020). Undergraduate research has

emerged as a prominent approach that can enhance student engagement and

strengthen student learning experiences (Kaul et al., 2016). It includes sufficient

background knowledge, involvement, motivation, and diligence (Alsied & Ibrahim,

2017). More than that, research is a challenging task for any learner regardless of the

level of study but even more so for undergraduate students who do not have any

background experience in research (Ifeoma, 2019).

Research competence and research anxiety are inversely related, as students

with higher writing self-efficacy felt less apprehensive (Ho, 2015). Furthermore,

students' positive attitude toward research reveals to have contributed to the

development of effective research (Hussain et al., 2016). Aside from student-related

challenges, it is also seen that the lack of internet facilities, research-related courses,

library resources, computer literacy, and workshops are critical institution-related

challenges that have negatively impacted students' capacities to conduct research

(Mapolisa & Mafa, 2012).

Thus, virtual learning environments become increasingly prevalent in higher

education and professional training during the pandemic. Although e-learning has

already been utilized in other countries for decades, such as the United States of

America, Canada, and New Zealand (Powell & Barbour, 2011), it has only gained

popularity in developing countries like the Philippines due to the current situation.

Webinars and web conferencing are widely used as an alternative for seminars and

workshops in response to students' needs in times of pandemic allowing participants

and facilitators to communicate across distant geographical locations (Gegenfurtner &

Ebner, 2019). Webinars included a series of expert presentations, a panel discussion,

and an interactive component where participants posed questions to the panel (Chiswell

et al., 2016).

A recent study by Torrato, Aguja & Prudente (2021), found that using Web Video

Conferencing as a mode of delivery effectively delivered an educational experience, as

evidenced by the enhanced teacher leadership skills and academic vitality of Filipino

teachers who participated in the program. These abilities were demonstrated by their

willingness to promote professional inquiry, as evidenced by their actual research

outputs and high proficiency in integrating technology.

After thorough research and review of related literature and studies, the

researchers realized that there are no significant research endeavors, both international

and local, that correlate the satisfaction of webinars and link it to research skills,

attitudes, and anxiety, especially in the context of pre-service teachers. Most studies

and literature were only qualitative, particularly on the respondents' experiences on

webinars (Mohalik, 2020; Ahrens, Zascerinska, Ramar and Andreeva 2016; Pedroso,

2021; Gegenfurtner, Zitt and Ebner, 2020; Kenarsari, Gazafroodi and Zaersabet, 2019;

Tanucan and Uytico, 2021), in which only a few focuses on research and thesis writing-

related webinars.

Accordingly, the Mindanao State University- General Santos City has been

conducting a research webinar series dubbed as "Thesis Right Webinar: A Research

Writing Boot Camp" for two years already. Different resource speaker has been invited

in every episode to share their field of expertise that will assist the pre-service teachers

and other participants on their thesis journey. It is said that the more the pre-service
teachers are exposed to research, the higher their level of competence (Abinan, 2021).

Therefore, the aim of this study is to determine the level of satisfaction of pre-service

teachers in Thesis Right Webinars and its link to their research skills, attitudes, and

anxiety. As a result, the success of this study will be beneficial to the school

administrators, teachers, parents, researchers, and the research community.

Statement of the Problem

The study aimed to determine the link between Thesis Right A Research Writing

Boot Camp and the Research Skills, Attitudes, and Anxiety of Pre-service Teachers.

Specifically, this study seeks to answer the following questions:

1. What is the level of satisfaction of the pre-service teachers on the Thesis

Right A Research Writing Boot Camp?

2. What is the level of the perceived research skills of the students?

3. What is the level of the research attitudes of the students?

4. What is the level of the research anxiety of the students?

5. Is there a significant difference between the pre-evaluation and post-

evaluation of the research skills, attitudes, and anxiety of pre-service

teachers?

6. Is there a significant relationship among the levels of research skills, attitudes,

and anxiety of the students?

7. Is there a significant impact in the levels of research skills and attitudes to the

anxiety of students?
Significance of the Study

Education’s main objective is to educate Filipino learners starting from preschool

education to higher education level with the help of different programs and initiatives to

achieve students’ holistic development. The researchers envisioned providing

information on Thesis Right Webinars A Research Writing Bootcamp: Link on Research

Skills, Attitudes, and Anxiety of Pre-service Teachers. Hence, this study may be helpful

to school administrators, teachers, parents, researchers, and the research community.

Improving students’ knowledge, skills, and values relies significantly on the

strategies applied by the school administrator. The findings of this study will serve as a

guide to urge schools to employ Webinars more frequently as an initiative that benefits

students in developing their research abilities, establishing positive attitudes, and

mitigating anxieties. Additionally, it will assist them in learning about and optimizing their

use of webinars.

The opportunity to share this occasion lies in the hand of the teachers equipped

with proper knowledge and understanding of the issue. Thus, it may help the teachers

improve their teaching methods, particularly on how to conduct thorough research.

Parents’ support is a pivotal factor in students’ academic achievements. This

study may increase parents’ awareness and understanding of their child’s satisfaction

with thesis right webinars and use this knowledge to motivate their children to conduct

their undergraduate research.

Additionally, this study is also relevant to future researchers. The result of this

study may give insight and springboard for their understanding of the situations that pre-
service teachers have been experiencing in conducting their research. This study will

also act as a vehicle for the researcher’s quest for information and ideas in the coming

years.

Lastly, this research may become a stepping stone in developing a proper

educational program to assist pre-service teachers in conducting their undergraduate

research. The findings of this study may provide valuable information and expound on

the amount of literature regarding research writing webinars and workshops and their

relation to research skills, attitudes, and anxiety of the students.

Scope and Delimitation

This study is delimited on Thesis Right Webinars A Research Writing Bootcamp

and the link between research skills, attitudes, and anxiety of pre-service BEED

teachers of Mindanao State University- General Santos City. The respondents are the

3rd year Elgen A, Elgen B, Elgen C, and Elgen D who participated in Thesis Right

Webinars and enrolled in CPE108 Research Methods during the Second Semester of

Academic Year 2021-2022. The respondents of this study were determined through

purposive sampling which involves one hundred thirty-six (136) pre-service teachers.

The researchers considered working on this study to find out if there’s a link between

Thesis Right Webinars and research skills, attitudes, and anxiety of pre-service

teachers. Also, to assess the effectiveness of Thesis Right Webinars in developing the

ability of pre-service teachers in conducting research.

 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literature and studies. It includes

foreign and local published materials that deal with research writing workshops and

webinars, research skills, attitudes, and anxieties that give significant concepts that help

develop this present study.

The main focus of this study is to determine the level of satisfaction of pre-

service teachers on Thesis Right Webinars A Research Writing Bootcamp and their link

to research skills, attitudes, and anxiety of preservice teachers. It will determine the

essential ideas to make this study comprehensive and practical.

Webinars during Remote Education

Webinars are online tools used to produce training and education via

synchronous multimedia interaction between lecturers and respondents who are located

in remote locations. A webinar is a subcategory of web conferencing that is specifically

designed for educational purposes such as research and education (Gegenfurtner, Zitt,

& Ebner 2020). Additionally, webinar technique provides robust capability for the

implementation of distance learning where most of the classroom activities unique to

conventional education can be implemented using webinars Krivora et. al. (2020).
 In the study of Gautreau (2020), it is stated that a webinar series aimed at

increasing online students' interactions between students, academic lecturers, and the

university. Participants actively participated in a pilot webinar series that includes

interactive conversations and opportunities for synchronous engagement and

participation. On the other hand, in terms of research, it was emphasized that in spite of

the challenges identified by the participants, the use of webinars for research capacity

strengthening seems to be a better option in the face of the current global COVID-19

pandemic (Kamolafe, et. al., 2022)

According to Leonarda & Cha (2021), the pandemic forced everyone to conform

to a new standard of schooling in which technology is used to facilitate the teaching and

learning process. The government offered webinars to train teachers, and the research

concluded that webinars are an excellent tool for teacher development. The obstacle is

seen to be significant during the pandemic, yet Filipino Science teachers demonstrate a

high level of self-efficacy and confidence as a result of webinars.

According to Gegenfurtner & Ebner (2019), Webinars have a positive effect to

the knowledge and abilities of the participants than asynchronous set-up and face to

face set up. The findings of the research entitled Webinars in higher education and

professional training: A meta-analysis and systematic review of randomized controlled

trials demonstrates that webinars are much more successful than other learning

contexts at enhancing student accomplishment. Students that attend webinars have

gain better score than the students who didn’t attend. Additionally, Webinars are an

effective addition to traditional face-to-face learning, particularly where location flexibility

is required. However, it is also crucial not to disregard the technological challenges

associated with utilizing the new learning tools. Educators must understand the potential

of online instruction and communication to maximize the use of online resources and

improve students' performance. Increasing the availability of student support and

reminding students to plan ahead can enhance their overall experience and increase

the effectiveness of online distance learning (Aguirre, Cerbito, & Gayod, 2022).

Webinars can be an effective tool for teaching and learning, there are

advantages and disadvantages to using them appropriately and effectively promoting

their benefits. Webinars can assist students in acquiring knowledge and skills in a more

convenient and engaging manner. It can be used for a variety of purposes, including

information dissemination, training, teaching and learning, and other activities. It is a

highly recommended method since it can significantly benefit the teacher's and

students' teaching and learning processes. (Pedroso, 2021).

In the research of Mohalik and Poddar (2020), webinars have a positive effect to

the knowledge and abilities of the participants. According to their research, it is

indicated that respondents to the survey can acquire skills online. Webinars have been

a tool that has aided them in increasing the participants' knowledge. It assists in the

development of skills and knowledge related to the various topics covered in the online

program. This demonstrates that there are positive employing webinars or online

programs. Respondents learned something from the webinars or online program, as the

speaker can use a PowerPoint presentation, which facilitates teamwork. Additionally,

the survey demonstrates that the respondents' webinar knowledge may be applied in

their field. Furthermore, webinars are believed to be cost-effective.

 According to Leonarda & Cha (2021), Webinars are beneficial during this

pandemic because education should not cease regardless of the distance required.

Webinars are recommended as a mode of instruction. Additionally, the survey reveals a

favorable view regarding webinars as a means of instruction.

In the research of Dr. Parupalli Srinivas Rao (2019), webinars can provide

knowledge to numerous strategies and methods that can be applied in different field

which will be beneficial since it is updated. Participants can engage in webinars

anywhere since the technology is everywhere nowadays and you can easily be able to

join. The study demonstrates that webinar is good to the English language teachers

since it enables them obtain knowledge about the current strategies that is being used

in the present situation. Additionally, it is not only the knowledge and skills of the

teachers that is being enhanced by the webinars, the students learning skills is also

increased as it delivers recent strategies. The English language teachers are

recommended to join webinars so that they may build an active and enjoyable manner

of teaching and with that it can create a different environment for the learners as they

learn new knowledge.

According to the study of White (2019), webinars have a remarkable power to

become a tool for teaching because it may be employed in the teaching and learning

process regardless the locations of the participants. The webinar is viewed as a

significant instrument but there are also issues emerging which it can generate worry

since there are problems that might be faced during a webinar.

In the research study of Torrato, Aguja & Prudente (2021), it is suggested that as

a result of the pandemic, the educational system must provide training to enable
teachers to adapt to a new normal education that incorporates technology. The study's

findings indicate that the study's respondents in the Philippines experienced a good

outcome as a result of the web video conference.

In general, a webinar is a web-based tool that may be utilized to facilitate the

teaching and learning processes for virtually any subject. It contributes to the

improvement of respondents' knowledge and abilities during webinars. It is mostly

employed in the current circumstances due to the pandemic and is frequently used in

the educational system to give students with information.

Research Skills of Pre-Service Teachers

The ability to conduct research is not one of those fundamental skills that can be

mastered for a lifetime in the course of a single education session. It is an endeavor that

places a significant emphasis on the rhetorical setting. It is also a field of research that

includes subfields of investigation, most of which place a significant emphasis on the

surrounding environment (Hosier, 2019).

The term "research skills" refers to the capacity to search for, locate, extract,

organize, evaluate, and use or present information that is relevant to a particular topic

(National University of Ireland, 2022). To simply put it, research skills aid us in

discovering answers to questions we have and solutions to different issues we

encounter. Research shapes the future, and it teaches us new things and assists us in

adapting and evolving as a society.

 Writing a comprehensive and effective research paper requires good practice

and guidance as this skill does not develop naturally. One of the fundamental skills

needed in research writing is research skills. Considering oneself as an academic

detective. Once the primary focus of the research has been identified, the researchers

should conduct their research by asking the teacher pertinent questions or speaking

with experts on the subject they are studying. They should analyze as many relevant

sources as possible. Such a comprehensive approach will assist them in developing

accurate and in-depth expertise (Hamilton, 2019).

Consistently, research competencies can be applied in various fields, including

education, language and literature, medicine, library science, philosophy, psychology,

and even religion, implying that the issues of research competencies and academic

literacy development are multidisciplinary. However, education is seen as the most

prevalent discipline, indicating an increasing emphasis on promoting a research culture

in this area and ensuring that students acquire the skills necessary for improved

academic literacy development (Castillo- Martinez & Ramirez-Montoya, 2021).

Historically, research has been viewed as an activity carried out by experts—

individuals capable of controlling a study, providing results, and then claiming originality

for the findings. However, effective teachers have always been influential researchers.

Indeed, any teacher who poses a question deemed critical to practice and employs a

systematic approach to elicit an answer has engaged in some form of research.

Attentive teachers observe their students and develop an understanding of the culture

of their learning environment through systematic and embedded study. A strong

educator will analyze the unique needs of individual students or learning environments
and, after reflection and consideration, will adjust her actions to meet best the needs of

both students and the system (McRae & Parsons, 2022)

Teacher education's goal is to develop future-proof teachers who are effective at

ensuring student achievement and committed to continuous professional development.

It was revealed that there is a significant correlation between the quality of inquiry and

the quality of teaching. Teachers capable of utilizing and conducting research provide

quality education as research includes an evaluation that improves their practice and

contributes to an inquiry-based culture in their classrooms and schools. Pre-service

teachers who experienced writing academic work like research papers believe that they

have developed their research abilities, inquiry mindset, and research literacy and can

apply previous research to their practice. They are prepared to conduct inquiry-based

work and can adapt and improve their practice in response to changes in their

classrooms and schools as a result of pre-service teacher research (Katwijk et al.,

2020).

Additionally, the study of Espinosa and Toquero (2018) the results shows that the

level of perceived research skills of the pre-service teachers was believed to be affected

by their research experiences for two to three years consecutively during their study in

the university.

Several studies have shown the benefits and the problems pre-service teachers

encounter in conducting research, resulting in multiple suggestions for developing

different areas of research skills. In the study of Ersoy & Cengelci (2008), findings

indicated that most pre-service teachers believed that teachers should conduct research

to address issues that may arise during the learning-teaching process and for
professional development. Pre-service teachers also viewed the research process as

unique, despite the difficulty they have experienced. This problem includes difficulty in

defining the research problems, collecting data, managing time, analyzing data, and

working in groups. It was also recommended that pre-service teachers should be

effectively guided throughout the research process. This was supported by the study of

Montebon (2021) on the readiness of pre-service teachers for action research, which

shows that even though pre-service teachers are deemed to be ready in conducting

different action research and seen to possess a conceptual understanding of action

research, the quality of their output still reveals the need of improvement. Thus, support

whether intrinsic or extrinsic is highly recommended.

In the study of Alipio (2019), teaching skills were greatly improved in the areas of

pedagogical knowledge of teachers, capacity to modify instruction to meet student

needs, and ability to plan instruction. Similarly, the research skills such as reading,

critical thinking, and collaboration were greatly improved. However, some skills, such as

time management, a sense of the big picture, the ability to facilitate student

investigation, and the ability to identify student misconceptions, did not significantly

improve despite the implementation of the research program, as these skills are

developed through time and long-term practice.

Additionally, the ability to locate and assess reliable information relevant to the

chosen study as one of the research skills becomes more prevalent with the rise of the

information age. However 21st century pre-service teachers are seen to be competent in

gathering relevant information using the electronic databases and are knowledgeable

with different ethical issues (Atar & Bagci, 2020).

 Based on the Information Literacy Handouts of Hartnell College Library (2021),

since there is no organization or editorial process that oversees the internet to ensure

accuracy, objectivity, or currency, students must learn how to evaluate the information

they read on the internet. On top of that, they also suggested five ways to evaluate

information. This includes evaluating its accuracy, which determines reliability and

correctness of content; authority, following the source of information whether or not they

are an expert in the field of information the researcher is looking for; relevance, which

determines the importance of information for needed; currency, certify the date of

publication and whether it has been updated; lastly, purpose, identify the purpose of

information.

Furthermore, the issue of plagiarism is also a prominent encounter in the

academic writing process and is one of the most common causes of compromising the

academic integrity of the author. This is when good referencing and proper citation

comes in. Proper citation eliminates any doubt in the reader's mind and honors the

intellectual property of another author. Whether Harvard, Vancouver, or other, citation

style must also strictly adhere to writing an academic paper. Referencing demonstrates

the work's quality, provides information about the primary sources, and indicates the

researcher's knowledge and breadth of the study's coverage (Santini, 2018).

Indeed, references are critical in scholarly and scientific writing because they

enable the reader to dig deeper into a particular line of thought or piece of evidence.

Authors must be as precise as possible when listing references in manuscripts (Roig,

2015). It requires a proper level of attention to ensure that information is accurate,

complete, and consistent. Finally, preventing research misconduct establishes a

researcher's credibility and reliability.

Synthesis

The ability to conduct research is not one of those fundamental skills that can be

mastered for a lifetime in the course of a single education session. It is an endeavor that

places a significant emphasis on the rhetorical setting, and it is also a field of research

that includes subfields of investigation (Hosier, 2019). Research skills are the ability to

search for, locate, extract, organize, evaluate, and use or present information relevant

to a particular topic (National University of Ireland, 2022). Research shapes the future,

and it teaches us new things and assists us in adapting and evolving as a society. To

simply put, research skills aid us in discovering answers to questions we have and

solutions to different issues. One of the fundamental skills needed in research writing is

research skills. Considering oneself as an academic detective, researchers should

conduct their research by asking pertinent questions or speaking with experts on the

subject they are studying. Such a comprehensive approach will assist them in

developing accurate and in-depth expertise (Hamilton, 2019).

Research competencies can be applied in various fields, including education,

language and literature, medicine, library science, philosophy, psychology, and even

religion. However, education is seen as the most prevalent discipline, indicating an

increasing emphasis on promoting a research culture in this area (Castillo- Martinez &

Ramirez-Montoya, 2021). Research has been viewed as an activity carried out by

experts, but effective teachers have always been influential researchers. Attentive

teachers observe their students and develop an understanding of the culture of their

learning environment through embedded study. A strong educator will analyze the

unique needs of individual students or learning environments and, after reflection and

consideration, will adjust her actions (McRae & Parsons, 2022). Teacher education's

goal is to develop future-proof teachers who are effective at ensuring student

achievement. Pre-service teachers believe that they have developed their research

abilities, inquiry mindset, and research literacy. They are prepared to conduct inquiry-

based work and can adapt and improve their practice (Katwijk et al., 2020).

In the study of Ersoy & Cengelci (2008), the result suggests that pre-service

teachers should conduct research to address issues that may arise during the learning-

teaching process and for professional development. This problem includes difficulty in

defining the research problems, managing time, analyzing data, and working in groups.

Research suggests that teachers should be effectively guided throughout the research

process. Similarly, in the study of Alipio (2019) teaching skills were greatly improved in

the areas of pedagogical knowledge of teachers, capacity to modify instruction to meet

student needs, and ability to plan instruction. However, time management and other key

skills did not significantly improve despite the implementation of the program.

Pre-service teachers are deemed to be ready in conducting different action

research, but the quality of their output still reveals the need for improvement. Thus,

support whether intrinsic or extrinsic is highly recommended (Montebon, 2021).

Based on the Information Literacy Handouts of Hartnell College Library (2021)

since there is no organization or editorial process that oversees the internet to ensure
accuracy, objectivity, or currency, students must learn how to evaluate the information

they read on the internet. This includes evaluating its accuracy, which determines

reliability and correctness of content; authority, following the source of information for an

expert in the field of information the researcher is looking for. The issue of plagiarism is

also a prominent encounter in the academic writing process. This is when good

referencing and proper citation come in. Referencing demonstrates the work's quality,

provides information about the primary sources, and indicates the researcher's

knowledge and breadth of the study's coverage (Santini, 2018). Indeed, references are

critical in scholarly and scientific writing Authors must be as precise as possible when

listing references in manuscripts (Roig, 2015). It requires a proper level of attention to

ensure information is accurate, complete, and consistent.

Generally, it is clear that pre-service teachers' research skills provide in-depth

knowledge of their chosen study and improve their quality of teaching. Additionally,

based on different research findings, it is also clear that there is an urgent need to

educate and develop pre-service teachers' academic and research skills.

Research Attitudes of Pre-service Teachers

More than anything else, attitudes are deemed critical. The student-teacher is

expected to have research skills because these will aid them in resolving problems in

the classroom. Additionally, research will assist them in developing new tactics for

teaching new knowledge efficiently in the classroom and in improving teaching

methods. Attitude is defined as a manner of thinking about various elements of life,

which has an effect on an individual's achievement. The attitude of learners is believed

to have an effect on their performance (Butt & Shams, 2013). This is supported by the

study of Capuno et. al. (2019), which stated that the respondents' attitudes and study

practices are important contributors to impact how well they perform. For the students'

performance to improve, these attitudes and study practices need to be strengthened.

According to Hussain, Ch, Akhter, Abid & Sabir (2016), Positive attitudes toward

research contribute to the development of effective research, as it is widely believed

that having a negative attitude affects not only the research but also educational

performance. Additionally, the researcher proposed that seminars, workshops, and

other events be held to increase students' motivation to conduct research, explain the

value of research, and awaken students to the fact that there are issues that they may

utilize to conduct research and discover solutions. In addition to the study of Rind, Ali &

Jamali (2022), the attitudes of research students are related to the challenges that

cause stress and anxiety in research students. The mental and the intention of the

paparticipants to pursue research is influenced by their attitude about it (Abun et. al.

2019).

In the research of Habineza (2018), it is suggested that a positive attitude toward

research should be developed as a means of increasing self-efficacy since a negative

attitude toward research will only impede learning and the ability to perform research.

Additionally, the researchers discovered that some characteristics influence students'

attitudes about research, including their gender, age, course of study, and year level.

The student teachers at Palawan State University realize that research is

necessary for their job, but the majority of students express nervousness when
confronted with research. Students who realize the value of research exhibit a positive

attitude, whereas those who struggle with research exhibit anxiousness. Additionally,

the research demonstrates that their attitude is unaffected by several criteria such as

gender, year level, and high school curriculum (Maravilla, 2020).

The study on research attitudes in secondary education discovered that teachers

who perform research have a mindset that is receptive to new ideas, owing to their

greater research attitude. Additionally, it demonstrates that conducting research has an

effect on instructors' attitudes on research. It is critical to have a research attitude

because it is regarded as a sign of a teacher's excellence (Leuverink & Aarts 2021).

In the research of Dr. Natividad, Mr. Mangulabnan and Dr. Canlas (2019), the

result indicates that students who are taking the Methods of Education have a positive

attitude despite their fear. It demonstrates that having a good attitude toward research

assists in increasing one's confidence to conduct research. Additionally, there is a

correlation between students' self-efficacy and their research attitude, since better self-

efficacy correlates with a more favorable attitude toward performing research.

Additionally, strengthening the teaching and learning process will help students develop

a more positive attitude toward research.

According to Kustati & Al-Azmi (2018), The respondents to the research have a

favorable attitude toward research because they view it as a means of professional

development. Additionally, being a part of the academics' research presentations has

instilled a positive attitude in the students. Lastly, the majority of students, especially

93% of them, feel that research is critical in courses.

 In the research of Kakupa & Xue (2019), They examined the demographic

characteristics that influence graduate students' attitudes toward research. It is stated

that self-efficacy is tied to one's attitude. To alleviate anxiety, the research proposed

that students' attitudes toward research be improved. Their attitude resulted in a

moderate outcome in this investigation. It demonstrates that when they have a high

level of self-efficacy, their attitude is positive, as they can acquire an interest in research

and experience less stress while completing the research. Additionally, anxiety can

work as a barrier to being an effective researcher, and in order to overcome this, it is

suggested that we must solve and discover solutions to the anxiety.

According to Abun, Magallanes, Foronda, & Incarnacion (2019), There is a

correlation between the students' cognitive and affective attitudes about research at

Divine Word Colleges in Ilocos Region, which determines their inclination to perform a

study. The study demonstrates that they have a favorable cognitive and affective

attitude toward research, implying a favorable attitude toward research.

Synthesis

The attitude of learners is believed to have an effect on their performance at

school and in the workplace as well as their personal and professional development.

(Butt & Shams, 2013).

Students who realize the value of research exhibit a positive attitude, whereas

those who struggle with research exhibit anxiousness. Students who understand the

benefits of research display a positive attitude, while students who struggle with
research display anxiety. The student teachers from one of the school in the Philippines

which is Palawan State University realize the importance of research in their job.

(Maravilla, 2020).

Teachers who conduct research have a mindset that is receptive to new ideas,

owing to their greater research attitude which can lead to teacher’s excellence

(Leuverink & Aarts 2021). There is a correlation between students' self-efficacy and

their research attitude, since better self-efficiency correlates with a more favorable

attitude toward performing research stated by Dr. Natividad, Mr. Mangulabnan and Dr.

Canlas (2019).

A researcher has proposed that students should be encouraged to have a

positive attitude toward research, as it is widely believed that having a negative attitude

affects not only the research but also educational performance. Additionally, seminars,

workshops, and other events should be held to increase students' motivation to conduct

research which is according to Hussain, Ch, Akhter, Abid & Sabir (2016).

Research Anxiety of Pre-service teachers

Anxiety is a state that might result in uncomfortable emotional conditions

accompanied by physiological symptoms (Feist, 1990). It is also described as a sense

of tension, which manifests as grief, anxious thoughts, concern, and the fear that

something horrible may happen (TDK, 2017). Moreover, anxiety is a complex mixture of

unidentified feelings with unknown origins.

 Research anxiety is a widespread disorder that affects both students in various

academic contexts and professionals in various sectors. It is a genuine disorder that has

garnered little attention as a legitimate grievance (Calimag, 2020). Today, research

anxiety may be defined as a mental and neural state of mind characterized by persistent

fear, discomfort, stress, and an anxious mood throughout the researcher's research

work, in which the researcher lacks confidence in conducting research, mastering

research methods, and defending the dissertation before the research committee.

Research anxiety may cause users to underestimate their skills as researchers, so

decreasing their confidence in their ideas (Matook, 2020). Furthermore, in the findings

of Papanstasiou and Zembylas (2008), students who believe research is critical to their

career have higher anxiety levels, whereas students who find research anxiety-inducing

and stressful acquire increased levels of research anxiety.

For most college students, an undergraduate thesis is a frightening project. The

majority of college students use anxiety diversion strategies such as avoiding their

thesis advisors, procrastinating, and engaging in non-productive activities, and the most

concerning of all is college student suicide. Educational counselors are required to

resolve these common concerns. According to the cognitive behavior therapy (CBT)

approach, the anxiety that college students experience is a cognitive distortion created

by opposing beliefs. To liberate the college students from this problem, educational

counselors must understand how the CBT approach views college students' research

anxiety as a problem so that educational counselors can conceptualize how and what to

do when practicing healing counseling with college students. Situmorang (2018) found

that using CBT-based music can help students regain their adaptability in their
cognitive, affective, and behavioral functions, allowing them to maximize their potential

independently and reduce their research anxiety and complete their undergraduate

thesis.

As supported in Razavi, Shahrabi, & Siamian's (2017) study, the results

emphasize that students are burdened with several duties in their personal and school

lives, which may generate distress. Since research is one of the primary responsibilities

of students in addition to education, research anxiety is also one of the most prevalent

kinds of anxiety in student training. Thus, a sense of fear and uncertainty about

research, the creation of scientific and effective production, fear and distress throughout

the process of science production, from selecting a subject to publish in scientific

societies and even then, receiving feedback from scientific societies, is much easier

than dealing with the supervisor and presenting the subject, as well as fear and

confusion associated with searching, writing, and stating which can always be

accompanied by a student.

Research can motivate pre-service teachers to think and act in order to expand

their knowledge, particularly in the area of educational research. Thus, they are

educated in pure science and mathematics, which are factual and tangible, to describe

what they perform using the scientific method adequately. However, pre-service

teachers must first cope with research-induced anxiety to effectively pursue their

learning goals in the field of education (Prachagool et al., 2021).

Some pre-service teachers taking up research method courses had difficulties

deciding the problem of their studies and doing literature reviews. Time constraint was

also a factor that added to the difficulty of research, thus, giving them anxiety in
research. In the study of Akyüz (2013), the results imply that pre-service teachers taking

up courses on research methods and statistics and carrying out a research study affect

their anxiety. However, pre-service teachers' anxiety levels did not change after taking

theoretical courses related to educational research methods and statistics.

Nevertheless, there was a significant decrease in the level of anxiety of the pre-service

teachers after they had successfully presented an educational research project by

themselves.

Another anxiety of the students in research is their undergraduate thesis process.

The undergraduate thesis process refers to the whole process through which foreign

language undergraduate students prepare and defend their undergraduate thesis.

Some of the students have high anxieties about defending their undergraduate theses.

Instructors and faculty members should be considerate in the findings of the

undergraduate theses of the students. When they are supervised, it is suggested that

instructors and faculty members should create a more relaxed and motivating

atmosphere to minimize the student's anxiety in research. Having a more relaxed and

motivating atmosphere will lead to students' experience of a more enjoyable both writing

of research papers and on the day of the defense (Male, 2020). Additionally, in the

context of higher education, anxiety toward research courses is inevitable. This problem

can affect male, female, junior, or senior students who are expected to submit proper

works. Procrastination and anxiety among learners can be caused by a variety of

factors, including insufficient experience, a lack of confidence, the difficulty of the

coursework, and poor self-control while studying (Mudra et al., 2021).

 More interestingly, the study of Taşgın & Kaya (2018) shows that significant

disparities in anxiety levels were seen amongst pre-service teachers' departments, with

a preference for the Guidance and Psychological Counseling department. In other

words, pre-service teachers in the guidance and psychological counseling department

had less anxiety about doing research than pre-service teachers in the preschool

education program. This disparity might be explained by the fact that the guidance and

psychological counseling major is more focused on psychology and research, and

students in this degree are expected to attend more intensively related courses.

Pre-service teachers demonstrated varying degrees of anxiety in the research

approach used in the education classroom. It may be beneficial to explore ways to

reduce anxiety and assist them in achieving success in the course and thesis

completion through effective learning. The learning environment should be more

adaptable and allow them to learn and use various ways of instruction. However, they

must adapt and learn from the course environment to succeed with their thesis idea

(Prachagool et al., 2021).

Although research anxiety is powerful, it is not impossible to overcome.

Numerous emotional, cognitive, verbal, and instructional tactics can be used to mitigate

it, and by just admitting its presence, we may point our students towards overcoming

research anxiety and a transformative mentality.

Synthesis

Anxiety is a complex mixture of unidentified feelings with unknown origins.

According to (Feist, 1990), it is a state that might result in uncomfortable emotional

conditions accompanied by physiological symptoms. It is also described in the study of

(TDK, 2017), that anxiety is a sense of tension, which manifests as grief, anxious

thoughts, concern, and the fear that something horrible may happen.

Today, anxiety is associated to research which is a widespread disorder that

affects both students in various academic contexts and professionals in various sectors.

As stated by (Calimag, 2020), It is a genuine disorder that has garnered little attention

as a legitimate grievance. Students who experienced research anxiety tends to

underestimate their skills as researchers, so decreasing their confidence in their ideas

(Matook, 2020). As stated in Papanstasiou et al’s study (2008), students who believe

research is critical to their career have higher anxiety levels, whereas students who find

research anxiety-inducing and stressful acquire increased levels of research anxiety.

An undergraduate thesis for most college students is a frightening project. They

tend to use anxiety diversion strategies such as avoiding their thesis advisors,

procrastinating, and engaging in non-productive activities, and the most concerning of

all is college student suicide.

Students are burdened with several duties in their personal and school lives,

which may generate distress. Since research is one of the primary responsibilities of

students in addition to education, research anxiety is also one of the most prevalent

kinds of anxiety in student training (Razavi, Shahrabi, & Siamian's, 2017). Furthermore,

another anxiety of the students in research is their undergraduate thesis process which

includes the preparing and defending stages. Another thing is the instructors and the

faculty members, which when they supervise the research of the student, it is suggested
that they should create a more relaxed and motivating atmosphere to minimize the

student's anxiety in research (Male, 2020).

According to the research done by Taşgın et al (2018), the majority of their

participants which are the pre-service teachers, under the guidance and psychological

counseling department had less anxiety about doing research than pre-service teachers

in the preschool education program. According to Situmorang (2018), using CBT-based

music can help students regain their adaptability in their cognitive, affective, and

behavioral functions, allowing them to maximize their potential independently and

reduce their research anxiety and complete their undergraduate thesis. Although

research anxiety is powerful, it is not impossible to overcome. Numerous emotional,

cognitive, verbal, and instructional tactics can be used to mitigate it, and by just

admitting its presence, we may point our students towards overcoming research anxiety

and a transformative mentality. As stated by, (Prachagool et al., 2021), that it may be

beneficial to explore ways to reduce anxiety and assist students in achieving success in

the course and thesis completion through effective learning. However, they must adapt

and learn from the course environment to succeed with their thesis idea.

Relationship between Research skills, Attitudes, and Anxiety

Research skills, research attitudes, and research anxiety are all necessary in

determining the quality and effectivity of pre-service teacher in conducting their

undergraduate research. As discussed above, research skills refer to the ability to find

and evaluate information, research attitudes refer to the beliefs and views that an
individual held, and research anxiety is the fear and uncertainties that we feel in

conducting research. It could be inferred that if an individual has an adequate research

skill this may put a significant effect on the research attitudes and anxiety or if an

individual has a positive attitude towards research it could mitigate the anxiety that we

have.

To greatly support the idea above, Sheu (2017) argued that students anxiety

skyrocketed if they are under the stress of participating in activities or completing tasks

in front of the group or independently, especially if their communication skills prevent

them from doing so or if they lack of the necessary skills. Thus, students who are less

proficient are unable to fully execute what they have learned, resulting in increased

anxiety. In addition, the study of Koc (2018), results suggest that social

avoidance, feeling of worthlessness, and social anxiety levels decrease as self-

expression increases.

It was also found out that higher research knowledge and skills correlates to an

increase in students' appreciation of research and care for research. On the other hand,

students who believe scientific research is impractical had a high level of research

anxiety (Duman & Ertem, 2016). Thus, the reason behind the anxiety of the student

towards research lies to their ability to conduct the research itself. With the support of

the study of Ajmal & Ahmad (2019), it is recommended that instructors provide pupils

positive feedback since low academic achievement is caused by excessive levels of

anxiety. Teachers can help pupils overcome and minimize their anxiety by reinforcing

positive conduct.
 However, in the study of Natividad et. al (2019) it was revealed that the higher

the research self-efficacy is, the more positive their attitude toward research is;

however, research anxiety has no relation to individual’s ability to conduct research.

Furthermore, a research mindset does not contribute to teacher education students'

anxiety levels.

According to the study of Serrano (2022), findings shows that there is a link

between students’ research attitude and how they develop their research skills

throughout the course. As a result, it was important to emphasize the importance of

facilitating Active Learning Approaches in classrooms and engaging students in

research in order to improve their attitudes toward the subject. Educators must make

time to increase students' positive characteristics while reducing anxiety and the

perception that the subject is difficult.

Additionally, it is also discovered that students in programs where research is

required had a more positive attitude toward research, higher self-efficacy in research,

and higher anxiety in research than students in programs where research is optional.

The findings also revealed a strong positive relationship between students' attitudes

toward research and their research self-efficacy. A weak positive correlation was

discovered between research attitudes and research anxiety. On the other hand, a

weak inverse relationship was discovered between students' research anxiety and their

research self-efficacy (Angaiz et al., 2021).

In the study of Bolin et al. (2012) students' research interest was found to

increase when they believed in the implication of research. Research anxiety was

reduced and research interest increased when people believed that research was
useful. Thus, it is suggested that strategies for improving a positive attitude and

orientation toward research be implemented.

In general, the more motivated and engaged students are, the better. The less anxious

they are, the more effective they are in conducting their research. Although there was

no significant correlation or direct effect between research skills, attitudes, and anxiety

in one way or another one variable somehow affect the other.

Conceptual Framework

This study is anchored on the Theory of Connectivism that is developed by

George Siemens and Stephen Downes (2004) or also known as a learning theory for

the digital age. It was emphasized that learning can take place outside of ourselves,

such as in an organization or a database, is concentrated on connecting specialized

data sets, and the connections that allow us to learn much more essential than our

current state of knowledge.

Additionally, this study also rooted on Social Cognitive Theory of Albert Bandura

(1977) as cited by Pajares (2002), people are seen as self-organizing, proactive, self-

reflective, and self-regulating organisms, rather than reactive organisms formed by

external forces or influenced by hidden inner impulses. Human structure and function

are viewed as the result of a dynamic interaction of personal, behavioral, and

environmental influences from this theoretical perspective.

 The research framework was developed in conjunction with the problems stated

in this study that seeks to determine the link between Thesis Right Webinar and

research skills, attitudes, and anxiety of pre-service teachers. The figure below shows

the conceptual framework of this study, and the link of Thesis Right Webinars A

Research Writing Bootcamp to Research Skills, Attitudes, and Anxiety of pre-service

teachers. The independent variable of this study is Thesis Right Webinars while the

dependent variables are Research skills, attitudes, and anxiety of preservice teachers.

Dependent Variables

Research Skills

Independent Variable
 Research Attitudes

Research Anxiety

Figure 1. Shows the

Conceptual Framework
Research Hypothesis

1. There is no significant difference between the pre-evaluation and post-

evaluation of the research skills, attitudes, and anxiety of pre-service teachers

2. There is no significant relationship among the levels of research skills,

attitudes, and anxiety of the pre-service teachers.

3. There is no significant impact in the levels of research skills and attitudes to

the anxiety of pre-service teachers.

Definition of Terms

The following terms are defined conceptually and operationally for the readers to

understand the study.

Thesis Right Webinar A Research Writing Bootcamp. Conceptually, it is a semester-

long research writing bootcamp that will equip and inspire the young researchers to

write research paper (MSU Gensan Bachelor of Elementary Education Department,

2021). Operationally, it refers to the intervention used to link with the research skills,

attitudes, and anxiety of pre-service teachers of Mindanao State University- General

Santos City.

Research Skills. Conceptually, it is defined as the capacity to search for, locate,

extract, organize, evaluate, and use or present information that is relevant to a particular

topic (National University of Ireland, 2022). Operationally, it refers to the ability to

effectively conduct the undergraduate research of pre-service teachers of Mindanao

State University-General Santos City.

Research Attitudes. Conceptually, it is defined as the internalized thoughts or attitudes

about research that are both favorable and unfavorable (Kakupa & Xue, 2019).

Operationally, it is the beliefs and feelings of preservice teachers of Mindanao State

University- General Santos City towards their research journey.

Research Anxiety. Conceptually, it is defined as a mental and neural state of mind

characterized by persistent fear, discomfort, stress, and an anxious mood throughout

the researcher's research work, in which the researcher lacks confidence in conducting

research, mastering research methods, and defending the dissertation before the

research committee (Matook, 2020). Operationally, it refers to the fear and emotions of

preservice teachers of Mindanao State University-General Santos City in conducting

their undergraduate research.

Pre-service Teachers. Conceptually, it is defined as an individual enrolled in a teacher

education program who must successfully complete all degree requirements, including

classroom work and field experience, before receiving a teaching license (Blankenship,

2020). Operationally, it refers to the 3 rd year Elementary Education students of

Mindanao State University- General Santos City who participated in this study.
 Chapter III

METHODOLOGY

This chapter presents the research methodology that are used in this study. It

includes the research design, respondents, research instrument, data gathering

procedure, and statistical treatment used in the study.

Research Design

The researchers used a correlational research design to find out the satisfaction

on Thesis Right Webinar A Research Writing Boot Camp and its link to research skills,

attitudes, and anxiety of pre-service teachers. According to Bhandari (2021), a

correlational research design examines the correlations between variables without the

researcher influencing or regulating them. The degree of the relationship between two

or more variables is reflected by a correlation that can either be in a positive or negative

direction. The design is deemed appropriate because the main focus of this study is to

determine the link between Thesis Right Webinar A Research Writing Bootcamp and

the research skills, attitudes, and anxiety of preservice teachers. This research also

described the level of satisfaction of the pre-service teachers on the Thesis Right

Webinar A Research Writing Boot Camp

To further understand the design, see Figure 2 for the best representation. The

figure represents the research design of this study which includes the variables of the

study, data gathering procedure, and the statistical treatment.

 Descriptive Statistics Inferential Statistics
 Frequency  Pearson Product-
Statistical TreatmentDistribution Moment
 Standard Correlation
Deviation Coefficient
 Mean Percentage  Multiple
 Weighted Mean Regression

Figure

Instrument
Research Design Respondents  Evaluation Form on
One hundred thirty -six (136)Thesis Right Webinar
Correlational Research
Design pre-service teachers A Research Writing
Data Gathering
Bootcamp
 Survey Questionnaire
on the level of
Research Skills,
Attitudes, and Anxiety

Independent Dependent
Thesis Right Webinar A Research Skills
Variables of theResearch
study Research Attitudes
Writing Bootcamp
Research Anxiety
Respondents
The respondents of this study are selected through purposive sampling.

Purposive sampling is suited for this study because purposive sampling is a non -

probability sample type (Lavrakas, 2008) in which the researchers generate a sample

that are assumed to be representative of the population.

In this study, the respondents are the participants of the Thesis Right Webinars A

Research Writing Boot Camp, which are the one hundred thirty-six (136) pre-service

teachers in the 3rd year Elgen A, Elgen B, Elgen C, and Elgen D enrolled in the

CPE108 Research Methods course during the Second Semester of Academic Year

2021-2022.

Locale of the Study

This research study was conducted in Mindanao State University- General

Santos City. It is a leading higher education institution dedicated to providing affordable

and high-quality education to students from across across South Cotabato, Cotabato,

Sultan Kudarat, Sarangani, General Santos City (SOCCSKSARGEN) and nearby

regions. Apart from its academic mission, the University takes pride in its substantial

research and extension endeavors that serve both the academic community and its

supported sectors. Additionally, the University also leads numerous peace and

development activities as part of its mission to become a National Peace University.

Figure 3. Shows the locale of this study
Research Instrument

The study utilized a survey questionnaire composed of 5 parts. The first part is a

survey questionnaire developed by the Bachelor of Elementary Education Department

to evaluate their activities conducted online. It was developed in the year 2020 by the

department. The survey questionnaire has twenty-two (22) items to determine the

satisfactory level of the pre-service teachers on thesis right webinars which were

adopted from the last episode of thesis right webinar. The questionnaire has four

components which include program content, program management and facilities,

speaker, and the overall impression on the Thesis Right Webinar A Research Writing

Bootcamp.

The second part is a nineteen (19) items questionnaire to determine the level of

Research Skills of pre-service teachers which was adapted and modified from the study

of Espinosa & Toquero (2018) entitled Academic Integrity: Influence on the Research

Skills of the Pre-Service Teachers. The questionnaire generated 0.976 of Cronbach’s

reliability which means it has excellent reliability. The researchers modified the adopted

questionnaire by obtaining only a certain part from the questionnaire that were fitted to

the current study without altering any words from the original study.

The third part is a ten (10) items questionnaire to determine the level of Research

Attitudes of pre-service teachers which was adapted and modified from the study of

Maharajan et al. (2017) entitled Pharmacy students’ anxiety towards research during

their undergraduate degree; How to reduce it? The questionnaires generated 0.74 of

Cronbach’s reliability which means it has high reliability. The researchers modified the
adopted questionnaire by obtaining only a certain part from the questionnaire that were

fitted to the current study without altering any words from the original study.

Meanwhile, the fourth part is a ten (10) items questionnaire that will determine

the level of Research anxiety of preservice teachers which is also adapted and modified

from the same study of Maharajan et al. (2017) entitled Pharmacy students’ anxiety

towards research during their undergraduate degree; How to reduce it? The

questionnaires generated 0.74 of Cronbach’s reliability which means it has high

reliability. The researchers modified the adopted questionnaire by obtaining only a

certain part from the questionnaire that were fitted to the current study without altering

any words from the original study.

Thesis Right Webinar: A Research Writing Bootcamp

Webinars are online tools used to produce training and education via

synchronous multimedia interaction between lecturers and respondents who are located

in remote locations (Gegenfurtner, Zitt, & Ebner 2020). In Mindanao State University-

General Santos City specifically in the College of Education, webinars were utilized to

provide pre-service teachers with knowledge and skills in different areas of learning

during online learning. One of the webinars provided by the institution is a research

webinar series dubbed as "Thesis Right Webinar: A Research Writing Boot Camp" that

aims to equip and inspire young researchers to write research papers and other

scholarly papers. Thesis Right Webinar has four episodes focusing on a different topic

that responds to the needs of Pre-service teachers to improve their skills in research.
Episod Topic Objective # of Participants

1 Subscription to This episode aims to prepare One hundred thirty-

Elsevier’s Science pre-service teachers in six (136) pre-

Direct and Scopus constructing their related service teachers

Databases literature using reliable

online resources. Elsevier’s

Science Direct and Scopus

Database was also

introduced as a reliable

academic publisher.

2 Structural Equation This episode aims to prepare One hundred thirty-

Modeling pre-service teachers with six (136) pre-

adequate knowledge of service teachers

utilizing structural equation

modeling. This is particularly

intended for the quantitative

type of research to establish

relationship among

variables.

3 Theoretical and This episode aims to prepare One hundred thirty-

Conceptual pre-service teachers in six (136) pre-

 Framework creating a theoretical and service teachers

conceptual framework that is

essential in presenting the

overall structure of the study.

4 Qualitative Analysis: This episode aims to prepare One hundred thirty-

A Bedrock of pre-service teachers in six (136) pre-

Knowledge in conducting their research, service teachers

Research particularly in analyzing

qualitative data.

Data Gathering Procedure

Before the actual conduct of the study, the researchers wrote a letter of

permission to the dean of the College of Education of Mindanao State University-

General Santos City. Upon the approval of the letter, after finishing the webinar, the

researchers then distributed the survey questionnaire using the google forms site with

the attached consent form, and the respondents then answered the survey

questionnaire, and retrieval follows. Afterwards, the gathered data were tailed,

tabulated, analyzed, and interpreted.

Statistical Treatment

The data gathered were treated statistically using the following tools:
 In measuring the satisfaction level of the pre-service teachers on the thesis right

webinars, the weighted mean was computed and the scale and description below was

used.

Scale Description Interpretation

4.51 - 5.0 Extremely Satisfied Very Highly Satisfied

3.51 - 4.50 Very Satisfied Highly Satisfied

2.51 - 3.50 Moderately Satisfied Moderately Satisfied

1.51 - 2.50 Slightly Satisfied Somewhat Satisfied

0 - 1.50 Not at All Satisfied Not Satisfied

In measuring the pre-service teachers' skills, attitudes, and anxiety levels

regarding research, the weighted mean was computed and the scale and description

below was used.

Scale Description Interpretation

4.51 - 5.0 Always Very High Level

3.51 - 4.50 Often High Level

2.51 - 3.50 Sometimes Average

1.51 - 2.50 Rarely Low Level

0 - 1.50 Never Very Low Level

 To determine the significant relationship between the pre-service teachers' levels

of research skills, attitudes, and anxiety, the Pearson Product Moment Coefficient of

Correlation R was used. This study also uses Multiple Regression in determining the

significant impact on the levels of research skills and attitudes toward the students'

anxiety

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with presentation, analysis and interpretation of the data

gathered in this study. The various results are presented in the succeeding tables with

corresponding discussions and explanations. It also answers specific problems stated in

previous chapter.

Table 1

Level of Satisfaction of the Pre-service Teachers on the Thesis Right, A Research

Writing Boot Camp

Weighted Description Interpretation

Indicator
Mean
Program Content
1. There was an orderly flow of Extremely Very Highly
4.72
discussion. Satisfied Satisfied
2. The objectives of the activity were Extremely Very Highly
4.75
achieved. Satisfied Satisfied
3. The topics/ contents were Extremely Very Highly
4.81
relevant. Satisfied Satisfied
4. The topics/content was organized Extremely Very Highly
4.72
and easy to follow. Satisfied Satisfied
5. The content of the lectures met the Extremely Very Highly
4.75
training objectives. Satisfied Satisfied
6. The activity experience will be Extremely Very Highly
4.76
useful in my work. Satisfied Satisfied
Extremely Very Highly
4.75
Mean Satisfied Satisfied
Program Management and Facilities
1. The venue/ facilities were Extremely Very Highly
4.58
conducive for learning. Satisfied Satisfied
2. The program was well paced Extremely Very Highly
4.57
within the allotted time. Satisfied Satisfied
3. The facilitators/organizers were Extremely Very Highly
4.65
helpful. Satisfied Satisfied
4. The manual/hand out distributed Extremely Very Highly
4.53
was useful. Satisfied Satisfied
5. Participation and interaction were Extremely Very Highly
4.62
encouraged. Satisfied Satisfied
6. The workshop lived up to my Extremely Very Highly
4.65
expectations. Satisfied Satisfied
Extremely Very Highly
4.60
Mean Satisfied Satisfied
Speaker
1. The speaker showed illustration Extremely Very Highly
4.79
and clarification of idea (Competence) Satisfied Satisfied
2. The speaker displayed thorough Extremely Very Highly
4.80
knowledge of the topic (Knowledge) Satisfied Satisfied
3. The speaker confident and
Extremely Very Highly
spontaneous in explaining the subject 4.78
Satisfied Satisfied
matter (Performance)
4. The speaker sustained the
Extremely Very Highly
participants’ interests and built rapport 4.76
Satisfied Satisfied
(Presentation skills)
5. The speaker managed his time Extremely Very Highly
4.75
properly (Time Properly) Satisfied Satisfied
Extremely Very Highly
4.78
Mean Satisfied Satisfied
Over-all Impression
1. The webinar was beneficial to my Extremely Very Highly
4.74
research writing journey. Satisfied Satisfied
2. The webinar helps me better 4.74 Extremely Very Highly
understand different research concept. Satisfied Satisfied
3. This webinar expounds my Extremely Very Highly
4.73
knowledge and skills in research. Satisfied Satisfied
4. This webinar gives me a positive Extremely Very Highly
4.74
experience. Satisfied Satisfied
5. This webinar encouraged me in Extremely Very Highly
4.74
writing my research paper. Satisfied Satisfied
Extremely Very Highly
Mean 4.74
Satisfied Satisfied
Extremely Very Highly
Over-all Mean 4.72
Satisfied Satisfied

Table 1

Level of Satisfaction of the Pre-service Teachers on the Thesis Right, A Research

Writing Boot Camp

Weighted Description Interpretation

Indicator
Mean
Program Content
1. There was an orderly flow of Extremely Very Highly
4.72
discussion. Satisfied Satisfied
2. The objectives of the activity were Extremely Very Highly
4.75
achieved. Satisfied Satisfied
3. The topics/ contents were Extremely Very Highly
4.81
relevant. Satisfied Satisfied
4. The topics/content was organized Extremely Very Highly
4.72
and easy to follow. Satisfied Satisfied
5. The content of the lectures met the Extremely Very Highly
4.75
training objectives. Satisfied Satisfied
6. The activity experience will be Extremely Very Highly
4.76
useful in my work. Satisfied Satisfied
Extremely Very Highly
4.75
Mean Satisfied Satisfied
Program Management and Facilities
1. The venue/ facilities were Extremely Very Highly
4.58
conducive for learning. Satisfied Satisfied
2. The program was well paced Extremely Very Highly
4.57
within the allotted time. Satisfied Satisfied
3. The facilitators/organizers were 4.65 Extremely Very Highly
helpful. Satisfied Satisfied
4. The manual/hand out distributed Extremely Very Highly
4.53
was useful. Satisfied Satisfied
5. Participation and interaction were Extremely Very Highly
4.62
encouraged. Satisfied Satisfied
6. The workshop lived up to my Extremely Very Highly
4.65
expectations. Satisfied Satisfied
Extremely Very Highly
4.60
Mean Satisfied Satisfied
Speaker
1. The speaker showed illustration Extremely Very Highly
4.79
and clarification of idea (Competence) Satisfied Satisfied
2. The speaker displayed thorough Extremely Very Highly
4.80
knowledge of the topic (Knowledge) Satisfied Satisfied
3. The speaker confident and
Extremely Very Highly
spontaneous in explaining the subject 4.78
Satisfied Satisfied
matter (Performance)
4. The speaker sustained the
Extremely Very Highly
participants’ interests and built rapport 4.76
Satisfied Satisfied
(Presentation skills)
5. The speaker managed his time Extremely Very Highly
4.75
properly (Time Properly) Satisfied Satisfied
Extremely Very Highly
4.78
Mean Satisfied Satisfied
Over-all Impression
1. The webinar was beneficial to my Extremely Very Highly
4.74
research writing journey. Satisfied Satisfied
2. The webinar helps me better Extremely Very Highly
4.74
understand different research concept. Satisfied Satisfied
3. This webinar expounds my Extremely Very Highly
4.73
knowledge and skills in research. Satisfied Satisfied
4. This webinar gives me a positive Extremely Very Highly
4.74
experience. Satisfied Satisfied
5. This webinar encouraged me in Extremely Very Highly
4.74
writing my research paper. Satisfied Satisfied
Extremely Very Highly
Mean 4.74
Satisfied Satisfied
Extremely Very Highly
Over-all Mean 4.72
Satisfied Satisfied

Suggestions and Recommendations

Theme Significant Statements

 “It would be better if the flow of the program is followed.” (R11)

“Strict time table.” (R21)

“Please follow the time allotment, strictly.” (R38)

“I suggest to follow the given program and not to make any delay.” (R49)

“I suggest to follow the given time” (R50)

“Schedule a webinar and make sure that every block is present on the
Time scheduled date. Plan ahead of time. All in all it was a great and
Management comprehensive discussion.” (R57)

“Start with the exact time given” (R60)

“Be on time, and provide a big allotted time for the attendance.” (R79)

“Start on time” (R89)

“Time management.” (R94)

“On time” (R118)

“Be conscious in monitoring time. Avoid dead air.” (R126)

“I just hope there can be a chance to conduct a webinar through face to

face set-up. Online setting is great but I think through face to face we
can be interactive to what is the speakers discussing about”. (R43)

“I would like to suggest that the program would be effective if we've

Physical Set-up conducted this through face to face.” (R54)

“Conduct the program in a face to face setup” (R61)

“It would be nice if it's conducted face-to-face” (R86)

Program “Continue this kind of webinar as it will be a great help to students

Continuation especially to the student researchers”. (R17)

“Make more programs like this about research” (R40)

 “More webinars” (R48)

“I hope there are more webinars to come” (R50)

“To more Thesis Right Webinar” (R108)

“More program about this because student can learn about their thesis
and this is helpful to widen your horizon on making your thesis right”.
(R120)

“Conduct more programs like this.” (R124)

Table 1 presents the level of satisfaction of the pre-service teachers on the

Thesis Right Webinar, A Research Writing Boot Camp. In terms of program content,

the over-all results show that the pre-service teachers are extremely satisfied with the

mean of 4.75, specifically with the topics and contents relevant ( M =4.81 ) and the

activity experiences that are useful in their works( M =4.76 ). In addition, there is an

orderly flow of discussion ( M =4.72 ) and the topics/content are organized and easy to

follow ( M =4.72 ). This means that the pre-service teachers have very high level of

satisfaction with the program contents. They find the topics important and well-

organized. The program content is the highlight of a webinar as it assists in the

development of skills and knowledge related to the various topics covered in the online

program (Mohalik and Poddar, 2020). The four episodes of Thesis Right Webinars does

not only emphasize the importance of research in the field of education as it also

provides knowledge on the different parts of research and on how to successfully finish

the task. Furthermore, the episodes are presented in an orderly manner where the

topics deepened as the episode continues. Thus, the result also corroborates with the
findings of Gegenfurtner & Ebner (2019) where the deepening of content in a webinar

session is one of the factors that increases the satisfaction of participants in a webinar.

Relative to program management and facilities, the pre-service teachers are

extremely satisfied specifically with the facilitators or organizers who were helpful

during the webinar ( M =4.65 ) and the workshop has also lived up to their expectations

( M =4.65 ). It is also noted that the manual/hand out distributed was useful ( M =4.53 ).

The mean of 4.60 is described as extremely satisfied. This means that the pre-service

teachers have very high level of satisfaction with the program management and

facilities. The result is supported by the study of Krivora et. al. (2020) where webinar

technique provides robust capability for the implementation of distance learning where

most of the classroom activities unique to conventional education can be implemented

using webinars. Thesis Right Webinar utilizes several tools such as Zoom Web

Conference, Facebook live, and also recorded the session. The recorded videos are

then shared to all the participants so they could review the session and retain important

key points in every topic. However, during the webinar the facilitators often encounter

technical difficulties due to poor internet connectivity. Thus, it is also crucial not to

disregard the technological challenges associated with utilizing the new learning tools.

Educators must understand the potential of online instruction and communication to

maximize the use of online resources and improve students' performance. Increasing

the availability of student support and reminding students to plan ahead can enhance

their overall experience and increase the effectiveness of online distance learning

(Aguirre, Cerbito, & Gayod, 2022).

 On the speakers, the pre-service teachers are extremely satisfied specifically on

how the speakers displayed thorough knowledge of the topics ( M =4.80 ) and how the

speakers showed competence on the illustration and clarification of idea ( M =4.79 ). The

speakers also managed their time properly ( M =4.75 ). The mean of 4.78 is described as

extremely satisfied. This means that the students have very high level of satisfaction

with the speakers. They know that the speakers have thorough knowledge of the topic,

has competence, performs well, has presentation skills and manages his time properly.

The result was consistent with the findings of Walther et., al (2021) where speaker’s

expertise serves as one of the factors alongside with the organization and practical

content on maintaining the high levels of compliance, high levels of satisfaction, and

consistently high levels of interest of the participants. The Thesis Right Webinar on the

other hand, is composed of 4 episodes with different topics comprehensively discussed

by speakers with excellent backgrounds in their field. The first resource speaker was Dr.

Ryan G. Banal, an Associate Research Director in the Office of the Vice-Chancellor for

Research Extension and Development who presented Elsevier’s Science Direct and

Scopus Databases. It was followed by Dr. Felix C. Chavez who was a well-known

speaker on the topic, Structural Equation Modelling (SEM). While the 3 rd and 4th

episode was discussed by Dr. Erick T. Baloran, the Dean of the University of Mindanao

Bansalan College who was also a research enthusiast active both locally and

internationally in a variety of research projects and platform. Moreover, the engagement

of speakers to the participants through the use of visual presentation and audio-visual

presentation is an essential contributing learning factors on webinars (Ramos & Soliven,

2020) which was also portrayed by the invited resource speakers of Thesis Right

Webinars.

Moreover, on over-all impression, the pre-service teachers are extremely

satisfied with the webinar and believed that it was beneficial to their research writing

journey ( M =4.74 ) , it helps them better understand different research concept ( M =4.74 ) ,

it gives them a positive experience ( M =4.74 ) , and it encourages them in writing their

research paper ( M =4.74 ) . This webinar expounds their knowledge and skills in

research ( M =4.73 ). The mean of 4.74 is described as extremely satisfied. This means

that the pre-service teachers have a very high level of satisfaction with the over-all

impression. The result corroborates with the study Kamolafe, et. al. (2022 ) where the

findings revealed that in spite of the challenges identified by the participants, the use of

webinars for research capacity strengthening seems to be a better option in the face of

the current global COVID-19 pandemic considering that it meets their expectation when

it comes to the content and management of the webinar.

Overall, the pre-service teachers level of satisfaction on Thesis Right A Research

Writing Boot Camp got a mean of 4.72 describe as extremely satisfied. This implies that

the pre-service students have very high level of satisfaction which means that the

program meet their expectation. This was supported by the research of Rao (2019),

where the results revealed that the participants shows satisfaction on utilizing webinars

as they are able to participate despite the geographic difference. Additionally, the result

emphasize that webinars can provide knowledge to numerous strategies and methods

that can be applied in different field which will be beneficial since it is updated.
 Although pre-service teachers were extremely satisfied on the Thesis Right

Webinar A Research Writing Bootcamp, some recommendations from the evaluation

form shows that the webinar still needs improvement. This result is supported by White

(2019), webinars have a remarkable power to become a tool for teaching because it

may be employed in the teaching and learning process regardless the locations of the

participants. The webinar is viewed as a significant instrument but there are also issues

emerging which it can generate worry since there are problems that might be faced

during a webinar. Thus, there are also a need of improvement in utilizing webinar

especially with the technicalities of the tool.

Table 2

Level of the Perceived Research Skills of the Pre-service Teachers

Weighted
Indicator Description Interpretation
mean

1. I know how to identify the literature Very high

4.51 Always
gap of my study. level
2. I know how to identify the general Very high
4.53 Always
statement of my study. level
3. I know how to formulate my
Very high
introduction carefully to catch the reader’s 4.54 Always
level
attention.
4. I know how to formulate statement of Very high
4.60 Always
the problem based on the title of my study. level
5. I know how to formulate the statement
Very high
of the problem that will be investigated in my 4.52 Always
level
study.
6. I know how to formulate the reasons
Very high
and beneficiaries in conducting my 4.55 Always
level
research.
7. I know how to state the scope and 4.63 Always Very high
delimitation of my research and the topics level
that are supposed to be included and
excluded in my study.
8. I know how to identify the reliable
Very high
sources, facts and ideas that are needed to 4.61 Always
level
support my study.
9. I know how to identify the unfamiliar
Very high
key terms used in the study with brief but 4.58 Always
level
clear definitions.
10. I know how to define the key terms Very high
4.57 Always
operationally and conceptually. level
11. I know how to identify the research Very high
4.54 Always
methodology that is applicable for my study. level
12. I know how to describe the
respondents comprehensively to fit the Very high
4.58 Always
purpose and provide the needed data of the level
study.
13. I know how to solve the respondents of
Very high
my study with exact numbers needed for my 4.54 Always
level
study.
14. I know how to choose the exact locale Very high
4.61 Always
of the study. level
15. I know how to state the reasons in the
Very high
locale of the study why I need to conduct it 4.63 Always
level
in the specific place
16. I know how to select appropriately the
Very high
instruments that are used to collect the 4.59 Always
level
needed data for my study.
17. I know how to follow different steps on Very high
4.62 Always
what to do in conducting my research. level
18. I know how to formulate the step-by-step
Very high
procedure in gathering the data with ethical 4.57 Always
level
procedure.
19. I know how to determine the statistical
Very high
method that I will use to treat the data 4.51 Always
level
gathered.
Very high
Overall Mean 4.57 Always
level

Table 2 presents the level of the perceived research skills of the pre-service

teachers. Results reveal that the pre-service teachers perceived to have a higher

perceived level of research skills on these indicators; the pre-service teacher always

know how to state the scope and delimitation of my research and the topics that are
supposed to be included and excluded in their study ( M =4.63 ), always knows how to

state the reasons in the locale of the study why they need to conduct it in the specific

place( M =4.63 ) and always they know how to follow different steps on what to do in

conducting their research ( M =4.62 ). It is also noted that the pre-service teachers know

how to identify the literature gap of their study ( M =4.51 ) , they know how to determine

the statistical method that they will use to treat the data gathered ( M =4.51 ) and they

know how to formulate the statement of the problem that will be investigated in their

study ( M =4.52 )

Overall, the pre-service teachers level of the perceived research skills got a

mean of 4.57 describe as always. This implies that the pre-service teachers have very

high level of perceived research skills this means that they have the capacity to search

for, locate, extract, organize, evaluate, and use or present information that is relevant to

a particular topic. Thus the pre-service teachers of Mindanao State University-General

Santos City has the capacity to effectively conduct the undergraduate research.

This result corroborates with the findings of Katwijk et al. (2020) where pre-

service teachers perceived to have a high level of research skills and believed that they

are capable of conducting practitioner research after finishing the course. In the same

vein, Espinosa and Toquero (2018) where the pre-service teachers showed to have a

high level of perceived research skills and was believed to be affected by their research

experiences for two to three years consecutively during their study in the university.
 Table 3

Level of the Perceived Research Attitudes of the Pre-service Teachers

Indicator Weighted mean Description Interpretation

1. I like research. 4.07 Often High level
2. I enjoy doing research. 4.01 Often High level
3. I am confident when I have
3.90 Often High level
to deal with research.
4. I am under stress while
4.22 Often High level
doing research.
Very High
5. I can learn from research. 4.58 Always
level
6. I find it difficult to
3.91 Often High level
understand research concepts.
7. I find it difficult to
3.90 Often High level
understand research methods.
8. I find statistics formulas are
3.78 Often High level
easy to understand.
9. Research is a required part
4.57 Always Very high level
of my professional career.
10. Research skills make me
4.49 Often High level
more employable.
Mean 4.14 Often High level

Table 3 presents the level of the perceived research attitudes of the pre-service

teachers. Results reveal that the pre-service teachers perceived to have a higher

perceived level of research attitudes on these indicators; the pre-service teachers know

that they can learn from research ( M =4.58 ) and that research is required part of their

professional career. ( M =4.5 7 ). Additionally, they know that research skills make them

more employable. ( M =4. 49 ). The 3 lowest indicators are the pre-service teachers often

find statistics formulas easy to understand ( M =3. 78 ) , they are confident when they have

to deal with research ( M =3. 90 ) and they find it difficult to understand research methods

( M =3. 90 ) .
 Overall, the pre-service student’s level of the perceived research attitude got a

mean of 4.14 describe as often. This implies that the pre-service students of Mindanao

State University- General Santos City have high level of perceived research attitude this

means that their internalized thoughts or attitudes and also their beliefs and feelings are

favorable towards their research journey.

This also means that the pre-service teachers can always learn about research

and are aware that conducting research is essential to their professional development.

They frequently believe that their research abilities increase their employability, and

they experience tension when conducting research. Additionally, students sometimes

struggle to comprehend research methodologies but find statistics formulas to be simple

to understand. This is supported by the study of Maravilla (2020), where based on their

results student-teachers at Palawan State University emphasizes that research is

necessary for their job. Students who recognize the value of research exhibit a positive

attitude, whereas those who struggle with research exhibit anxiousness. Students who

understand the benefits of research display a positive attitude. It is also noted in the

results of Hussain, Ch, Akhter, Abid & Sabir (2016) that positive attitudes toward

research contribute to the development of effective research. It is widely believed that

having a negative attitude affects not only the research but also educational

performance. This is also supported by the study of Issah & Braimah (2020), who found

that in their results, pre-service teachers had positive attitudes toward research, and the

majority of the pre-service teachers believed that research was beneficial to their field.

However, in the study of Sachitra (2016), the results also implies that undergraduate
students perceive research to be a stressful, complex, and challenging task, thus they

have generally negative attitudes toward research.

Table 4

Level of the Perceived Research Anxiety of the Pre-service Teachers

Indicator Interpretatio
Weighted mean Description
n
1. The closer I am to research
work; the harder it is for me to 3.90 Often High level
concentrate on that.
2. When I perform research, I
worry that I will not remember 3.90 Often High level
the research protocol.
3. During data analysis, I think
that I am doing awful or that I 3.85 Often High level
may fail.
4. I lose focus on research and
cannot remember important 3.65 Often High level
aspects.
5. Usually I remember what to
do after the experiment is 3.71 Often High level
already over.
6. I worry so much before my
performance that I am too worn 4.00 Often High level
out to do my best.
7. I feel out of sorts or not
really myself when I take any 3.76 Often High level
research related tasks.
8. I find that my mind
sometimes wanders when I am
3.84 Often High level
taking an important research
task.
9. After completing a research
project, I worry about whether I 4.10 Often High level
did well enough.
10. I struggle with writing
research reports, or avoid them 3.74 Often High level
as long as I can.
Mean 3.84 Often High level
 Table 4 presents the level of the perceived research anxiety of the pre-service

teachers. Results reveal that the pre-service teachers perceived to have a higher

perceived level of research anxiety on these indicators; the pre-service teachers often

knows that after completing a research project, they often worry about whether they did

well enough ( M =4.10 ), they often worry so much before there performance that they

are too worn out to do there best ( M =4. 00 ) , the closer they are to research work; the

harder it is for them to concentrate on that ( M =3.39 ) and when they perform research,

they worry that they will not remember the research protocol ( M =3.39 ). The 3 lowest

indicators are they lose focus on research and cannot remember important aspects

( M =3.65 ), usually they remember what to do after the experiment is already over

( M =3. 71 ) and I feel out of sorts or not really myself when I take any research related

tasks ( M =3. 76 ) .

Overall, the pre-service teachers level of the perceived research anxiety got a

mean of 3.84 describe as often. This implies that the pre-service teachers of Mindanao

State University-General Santos City have high level of perceived research anxiety this

means that they have high level of mental state of mind characterized by persistent fear,

discomfort, stress, and an anxious mood throughout their research work, in which the

pre-service teacher’s lacks confidence in conducting research, mastering research

methods, and defending the dissertation before the research committee.

The result is supported by the study of Situmorang (2018), college students

shows to have a high level of research anxiety and think that an undergraduate thesis is

a frightening project. And most college students use anxiety diversion strategies such

as avoiding their thesis advisors, procrastinating, and engaging in non-productive

activities. It is also supported by the study of Akyüz (2013), in which pre-service

teachers taking up courses on research methods and statistics and carrying out a

research study affect their anxiety. However, despite taking theoretical classes on

educational research methods and statistics, the anxiety levels of pre-service teachers

remained unchanged.

Additionally, in the context of higher education, anxiety toward research

courses is inevitable. This problem can affect male, female, junior, or senior students

who are expected to submit appropriate writing. Procrastination and anxiety among

learners can be caused by various factors, including insufficient experience, a lack of

confidence, the difficulty of the coursework, and poor self-control while studying (Mudra

et al., 2021).
 Table 5

Difference between the Pre and Post Evaluation of the Research Skills, Attitudes,
and Anxiety of the Pre-service Teachers

Indicator Pre Post t- p- Remark

Evaluation Evaluation computed value
Research Skills 4.57 4.50 1.252 .213 Not Significant
Research Attitudes 4.14 4.06 1.620 .107 Not Significant
Research Anxiety 3.84 3.26 8.136 .000 Significant
Over-all 4.18 3.94 5.661 .000 Significant
*p <.05 is significant

The difference between the mean scores of the pre-service teachers in the pre

and post evaluation is shown in Table 5. It is seen in the mean results that the pre and

post evaluations on research skills ( t=1.252 , p=.213 ) and research attitudes

( t=1.620 , p=.107 ) of the students are not significantly different. On the contrary, there is

a significant difference in the research anxiety ( t=8.136 , p=.000 ) and over-all results

( t=5.661 , p=.000 ) . This means that the pre-service teachers’ level of research skills,

attitudes, and anxiety have decreased after the post-evaluation. Over-all result shows

significant difference and the level of research anxiety too. This indicates that the Thesis

Right Webinars, A Research Writing Boot Camp has helped to lower the research

anxiety of the pre-service teachers.

The result corroborates with the findings of Situmorang (2018), where college

students think that an undergraduate thesis is a frightening project. And most college

students use anxiety diversion strategies such as avoiding their thesis advisors,

procrastinating, and engaging in non-productive activities. It is also supported by the

study of Akyüz (2013), in which pre-service teachers taking up courses on research

methods and statistics and carrying out a research study affect their anxiety. However,
despite taking theoretical classes on educational research methods and statistics, the

anxiety levels of pre-service teachers remained unchanged.

Additionally, in the context of higher education, anxiety toward research courses

is inevitable. This problem can affect male, female, junior, or senior students who are

expected to submit appropriate writing. Procrastination and anxiety among learners can

be caused by various factors, including insufficient experience, a lack of confidence, the

difficulty of the coursework, and poor self-control while studying (Mudra et al., 2021).

Table 6
Relationship among the Levels of Research Skills, Attitudes, and Anxiety of the
Pre-service Teachers

Research Anxiety
Variables Correlated
r r2 p-value Remark
Research Skills -.040 .002 .640 Not Significant
Research Attitudes .294 .086 001 Significant
Over-all .148 .022 .085 Not Significant

A Pearson's product-moment correlation (Pearson r) is computed to assess the

relationship among the levels of research skills, attitudes, and anxiety of the pre-service

teachers. There is a very low negative correlation between the research skills and

research anxiety, r (136) = -.040, p =.640 > .05, explaining only .2% of the variations in

the research anxiety of students. Since the p-value is greater than .05, the relationship

between research skills and research anxiety is not significant. This means that the

research anxiety of the pre-service teachers is not influenced by their research skills.

This is supported by the study of Natividad et. al (2019), which stated that

research anxiety has no relation to participant’s ability in conducting research since

comparing the research self-efficacy, attitude, and anxiety of students, the findings
indicate that there is no relationship between research anxiety and efficacy. Additionally,

a weak inverse relationship was discovered between students' research anxiety and

their research self-efficacy. (Angaiz et al., 2021).

On the other hand, there is a low positive correlation between the research

attitudes and research anxiety, r (136) = .294, p =.001 < .05, explaining 8.6% of the

variations in the research anxiety of pre-service teacher. Since the p-value is less

than .05, the relationship between research attitudes and research anxiety is significant.

This means that the research anxiety of the pre-service teachers is influenced by their

research attitudes. This is supported by the study of Bolin et al. (2012), improving a

positive attitude and orientation toward research be implemented since research anxiety

was reduced and research interest increased when people believed that research was

useful. Additionally, Serrano (2022) stated that, educators must make time to increase

students' positive characteristics while reducing anxiety and the perception that the

subject is difficult.

Over-all, the results show that research skills and research attitudes are not

contributory to the research anxiety of the pre-service teachers. The over-all result is

supported by Kakupa et. al, (2019), which revealed that although the number of

research-related courses completed may have an impact on anxiety, this variable did

not seem to have an impact on the general attitude toward research. The student-

teacher's anxiety level is unrelated to their research attitude (Natividad et. al, 2019).
 Table 7

Regression Result on the Impact in the Level of Research Skills and Attitudes to
the Anxiety of Students

Indicator Extent of Relationships

Beta t-value p-value Remark
Research Skills -.216 -2.559 .012 Significant
Research Attitudes .464 5.511 .000 Significant
Multiple R: .433
R-squared: .187 Sig F: .000
F-value: 15.330
Research Anxiety=−.216 Research Skill +.464 Research Attitudes

Poor research skills of the pre-service teachers significantly increase their research
anxiety and more positive attitudes also increase their anxiety.

It is shown in table 7 that there is a significant relationship on the impact in the

level of research skills and attitudes to the anxiety of pre-service teachers. This is

supported by an F-value of 15.330 and significant F of .000. These results show that the

impact in the level of research skills and attitudes to the anxiety of pre-service teachers

is significant.

In addition, the multiple R value of .433 indicates that the relationship between

the said variables is moderate. The coefficient of variation or R-squared of .187 implies

that 18.7% of the variations in the research anxiety are due to the impact of their skills

and attitudes towards research.

Furthermore, it is also noted that poor research skills of the pre-service teachers

significantly increase their research anxiety and more positive attitudes also increase

their anxiety.

It is supported by the study of Duman & Ertem (2016), which revealed that higher

research knowledge and skills correlates to an increase in students' appreciation of

research and care for research and the reason behind the anxiety of the student
towards research lies to their ability to conduct the research itself. In the same vein,

according to Angaiz et al., (2021), it is also discovered that students in programs where

research is required had a more positive attitude toward research, higher self-efficacy in

research, and higher anxiety in research.

Additionally, the results shows that more positive attitudes also increase their

anxiety but that does not mean that the pre-service teachers cannot conduct the

research because according to the Natividad et. al (2019) it was revealed that the

higher the research self-efficacy is, the more positive their attitude toward research is;

however, research anxiety has no relation to participant’s ability in conducting research.

 Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, findings, conclusions, and some

suggestions.

Summary

The study aimed to determine the link between Thesis Right A Research Writing

Boot Camp and the Research Skills, Attitudes, and Anxiety of Pre-service Teachers.

Specifically, this study sought to answer the following questions:

1. What is the level of satisfaction of the pre-service teachers on the Thesis

Right A Research Writing Boot Camp?

2. What is the level of the perceived research skills of the pre-service

teachers?

3. What is the level of the research attitudes of the pre-service teachers?

4. What is the level of the research anxiety of the pre-service teachers?

5. Is there a significant difference between the pre- evaluation and post-

evaluation of the research skills, attitudes, and anxiety of the pre-service

teachers?

6. Is there a significant relationship among the levels of research skills,

attitudes, and anxiety of the pre-service teachers?

7. Is there a significant impact in the levels of research skills and attitudes to

the anxiety of pre-service teachers?

 The respondents were the participants of the Thesis Right Webinars A Research

Writing Bootcamp, which were the one hundred thirty-six (136) pre-service teachers in

the 3rd year Elgen A, Elgen B, Elgen C, and Elgen D enrolled in the CPE108 Research

Methods course during the Second Semester of Academic Year 2021-2022.

Findings

Based on the results of the data gathered, the researcher had come up with

these findings.

1. The pre-service teachers are extremely satisfied with the speaker ( M =4.78 ),

program content ( M =4.75 ), over-all impression ( M =4.74 ) , and program

management and facilities ( M =4.60 ). Over-all, the level of satisfaction of the

pre-service teachers on the Thesis Right A Research Webinars, A Research

Writing Boot Camp got a mean of 4.72 described as extremely satisfied

which is interpreted to very highly satisfied.

2. the pre-service teacher always know how to state the scope and delimitation

of my research and the topics that are supposed to be included and excluded

in their study ( M =4.63 ), always knows how to state the reasons in the locale

of the study why they need to conduct it in the specific place ( M =4.63 ) and

always they know how to follow different steps on what to do in conducting

their research ( M =4.62 ). Overall, the pre-service teacher’s level of the

perceived research skills got a mean of 4.57 describe as always which is

interpreted as very high level.

3. The pre-service teachers know that they can always learn from research

( M =4.58 ) and that research is required part of their professional career.

( M =4.5 7 ). Additionally, they know that research skills make them more

employable. ( M =4. 49 ). Meanwhile, the pre-service teachers often find

statistics formulas easy to understand ( M =3. 78 ) , they are confident when they

have to deal with research ( M =3. 90 ) and they find it difficult to understand

research methods ( M =3. 90 ) . Overall, the pre-service student’s level of the

perceived research attitude got a mean of 4.14 describe as often which is

interpreted as high level.

4. The pre-service teachers often knows that after completing a research

project, they often worry about whether they did well enough ( M =4.10 ), they

often worry so much before there performance that they are too worn out to

do there best ( M =4. 00 ) , the closer they are to research work; the harder it is

for them to concentrate on that ( M =3.39 ) and when they perform research,

they worry that they will not remember the research protocol ( M =3.39 ).

Meanwhile, the pre-service teacher’s also often lose focus on research and

cannot remember important aspects (M=3.65), usually they remember what to

do after the experiment is already over (M=3.71) and I feel out of sorts or not

really myself when I take any research related tasks (M=3.76). Overall, the

pre-service teachers level of the perceived research anxiety got a mean of

3.84 describe as often which is interpreted as high level.

5. There is no significant difference between the mean scores of the pre-service

teachers in the pre and post evaluation on their research skills

 ( t=1.252 , p=.213 ) and research attitudes ( t=1.620 , p=.107 ). However, there is

a significant difference in the research anxiety ( t=8.136 , p=.000 ) and over-all

results ( t=5.661 , p=.000 ) .

6. There is a very low negative and not significant correlation between the

research skills and research anxiety ( r =−040 , p=.640 ) . There is a low positive

and significant correlation between the research attitudes and research

anxiety ( r =.294 , p=.001 ) . A p-value is less than .05 indicates a significant

relationship while a p-value of greater than .05 indicates a not significant

relationship. Nonetheless, over-all results show that research skills and

research attitudes are not contributory to the research anxiety of the pre-

service teachers.

7. There is a significant relationship on the impact in the level of research skills

and attitudes to the anxiety of the pre-service teachers as supported by an F-

value of 15.330 and significant F of .000. The multiple R value of .433

indicates that the relationship between the said variables is moderate. The

coefficient of variation or R-squared of .187 implies that 18.7% of the

variations in the research anxiety are due to the impact of their skills and

attitudes towards research.

Conclusions

Based on the findings, the following are the conclusions:

 1. The pre-service teachers have a very high level of satisfaction on the Thesis

Right A Research Writing Boot Camp.

2. The pre-service teachers have very high level of the perceived research skills.

3. The pre-service teachers have high level of the perceived research attitudes.

4. The pre-service teachers have high level of the perceived research anxiety.

5. No significant difference between the mean scores of the pre-service

teachers in the pre and post evaluation on their research skills and research

attitudes. However, there is a significant difference in the research anxiety

and over-all results.

6. Research skills and research attitudes are not contributory to the research

anxiety of the pre-service teachers.

7. There is a significant relationship on the impact in the level of research skills

and attitudes to the anxiety of pre-service teachers.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations were hereby given:

1. The Bachelor of Elementary Education Department should continue to

conduct the Thesis Right A Research Writing Boot Camp in a face-to-face set

up.

2. The research advisers may conduct more training and provide learning

opportunities to increase the research skills, promote positive research

attitudes, and reduce research anxiety of pre-service teachers.

3. Replication of this study is recommended by considering qualitative research.
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 Appendix A

QUESTIONNAIRE ON LEVEL OF SATISFACTION OF PRE-SERVICE TEACHERS

ON THESIS RIGHT WEBINARS

Direction. Rate each item as to the extent that your satisfaction on Thesis Right

Webinar displayed using the following scale:

Scales Description

5 Extremely Satisfied

4 Very Satisfied

3 Moderately Satisfied

2 Slightly Satisfied

1 Not at All Satisfied

Program Content 5 4 3 2 1

1. There was an orderly flow of discussion.

2. The objectives of the activity were achieved.

3. The topic/ content were relevant.

4. The topics/content was organized and easy to follow.

5. The content of the lectures met the training objectives.

6. The activity experience will be useful in my work.

Program Management and Facilities

1. The venue/ facilities were conducive for learning.

2. The program was well paced within the allotted time.

3. The facilitators/organizers were helpful.

4. The manual/hand out distributed was useful.

5. Participation and interaction were encouraged.

6. The workshop lived up to my expectations.

Speaker

1. The speaker showed illustration and clarification of idea

(Competence)

2. The speaker displayed thorough knowledge of the topic

(Knowledge)

3. The speaker confident and spontaneous in explaining the

subject matter (Performance)

4. The speaker sustained the participants’ interests and built

rapport (Presentation skills)

5. The speaker managed his time properly (Time Properly)

Over-all Impression

1. The webinar was beneficial to my research writing journey.

 2. The webinar helps me better understand different research

concept.

3. This webinar expounds my knowledge and skills in

research.

4. This webinar gives me a positive experience.

5. This webinar encouraged me in writing my research paper.

QUESTIONNAIRE ON LEVEL OF RESEARCH SKILLS, ATTITUDE, AND ANXIETY

OF PRE-SERVICE TEACHERS
Direction. Rate each item as to the extent that your research skills, attitudes, and

anxiety displayed using the following scale:

Scales Description

5 Very much like me

4 Somewhat like me

3 Neutral

Research Skills 2 Not much like me 5 4 3 2 1

1. Identify the literature gap

1 of my study. Not at all like me

2. Identify the general statement of my study.

3. Formulate my introduction carefully to catch the reader’s

attention.

4. Formulate statement of the problem based on the title of

my study.

5. Formulate the statement of the problem that will be

investigated in my study.

6. Formulate the reasons and beneficiaries in conducting my

research.
7. State the scope and delimitation of my research and the

topics that are supposed to be included and excluded in

my study.

8. Identify the reliable sources, facts and ideas that are

needed to support my study.

9. Identify the unfamiliar key terms used in the study with

brief but clear definitions.

10. Define the key terms operationally and conceptually.

11. Identify the research methodology that is applicable for my

study.

12. Describe the respondents comprehensively to fit the

purpose and provide the needed data of the study.

13. Solve the respondents of my study with exact numbers

needed for my study.

14. Choose the exact locale of the study.

15. State the reasons in the locale of the study why I need to

conduct it in the specific place

16. Select appropriately the instruments that are used to

collect the needed data for my study.

 17. Follow different steps on what to do in conducting my

research.

18. Formulate the step by step procedure in gathering the

data with ethical procedure.

19. Can determine the statistical method that I will use to treat

the data gathered.

Research Attitudes

1. I like research.

2. I enjoy doing research.

3. I am confident when I have to deal with research.

4. I am under stress while doing research.

5. I can learn from research.

6. I find it difficult to understand research concepts.

7. I find it difficult to understand research methods.

8. I find statistics formulas are easy to understand.

9. Research is a required part of my professional career.

10. Research skills make me more employable.

Research Anxiety

1. The closer I am to research work; the harder it is for me to

 concentrate on that.

2. When I perform research, I worry that I will not remember

the research protocol.

3. During data analysis, I think that I am doing awful or that I

may fail.

4. I lose focus on research and cannot remember important

aspects.

5. Usually I remember what to do after the experiment is

already over.

6. I worry so much before my performance that I am too

worn out to do my best.

7. I feel out of sorts or not really myself when I take any

research related tasks.

8. I find that my mind sometimes wanders when I am taking

an important research task.

9. After completing a research project, I worry about whether

I did well enough.

10. I struggle with writing research reports, or avoid them as

long as I can.
 Appendix B

LETTER OF PERMISSION

Republic of the Philippines

MINDANAO STATE UNIVERSITY
COLLEGE OF EDUCATION
Fatima, General Santos City

October 10, 2022

MARIA THERESA P. PELONES, D.M.

Dean, College of Education
Mindanao State University
Fatima, General Santos City

Ma’am:

Greetings of peace and prosperity!

The undersigned are a 4th year Bachelor of Elementary Education students at

Mindanao State University who are currently working on the research entitled, “THESIS
RIGHT WEBINAR A RESEARCH WRITING BOOTCAMP: LINK ON RESEARCH
SKILLS, ATTITUDES, AND ANXIETY OF PRE-SERVICE TEACHERS” in partial
fulfillment of the requirements for GED119 (Undergraduate Thesis). The objective of this
study is to determine if there is a significant relationship between Thesis Right Webinar
a Research Writing Bootcamp and the level of Research Skills, Attitudes, and Anxiety of
Pre-service teachers.

Relevant to this undertaking, the undersigned are asking permission from your
good office to allow them to administer their survey questionnaire to the pre-service
teachers of your college. Rest assured that only the researchers will have access to any
information given in the survey, and confidentiality will be maintained throughout the
research process.
 Thank you and more power!

Respectfully yours,

(Sgd.) SHEENA MARIE O. GARAO

(Sgd.) AL OWENN C. OMAPAS

(Sgd.) DIANNA MAE A. TIONGSON

Researchers

Noted by:

(Sgd.) DIANE MAE ULANDAY-LOZANO, EdD

Adviser

Approved by:

(Sgd.) MARIA THERESA P. PELONES, D.M.

Dean, College of Education

 Appendix C

LETTER TO THE RESPONDENTS

Republic of the Philippines

MINDANAO STATE UNIVERSITY
COLLEGE OF EDUCATION
Fatima, General Santos City

September 26, 2022

TO THE RESPONDENTS,

Greetings of peace and prosperity!

We, the 4th year Bachelor of Elementary Education major in General Education
students of Mindanao State University- General Santos City, are conducting a study
entitled: “THESIS RIGHT WEBINAR A RESEARCH WRITING BOOTCAMP: LINK ON
RESEARCH SKILLS, ATTITUDES, AND ANXIETY OF PRE-SERVICE TEACHERS”
as a requirement in our subject Undergraduate Thesis (GED119).

In line with this, we are asking for your valuable time, effort, and cooperation to
answer all the questions we prepared that will surely be of great help to the completion
of our study. Data obtained will be analyzed and used solely for the study. Rest assured
that all data gathered will be treated with the utmost confidentiality.

Thank you for your time and God bless!

Very truly yours,

(Sgd.) SHEENA MARIE O. GARAO

(Sgd.) AL OWENN C. OMAPAS

(Sgd.) DIANNA MAE A. TIONGSON

 Researchers

Noted by:

(Sgd.) DIANE MAE P. ULANDAY-LOZANO, EdD

Adviser
 Appendix D

COMPUTATION ON THE LEVEL OF SATISFACTION OF PRE-SERVICE TEACHERS

ON THESIS RIGHT WEBINARS A RESEARCH WRITING BOOTCAMP

EPISODE 1: Subscription to Elsevier’s Science Direct and Scopus Databases

Frequency of
Indicator WM SD Description
Responses
5 4 3 2 1
Program Content
1. There was an orderly flow of 4.6 Extremely
94 40 2 0 0 0.50
discussion. 8 Satisfied
2. The objectives of the activity 4.7 Extremely
105 29 2 0 0 0.46
were achieved. 6 Satisfied
3. The topics/ contents were 4.7 Extremely
108 26 2 0 0 0.45
relevant. 8 Satisfied
4. The topics/content was 4.6 Extremely
97 36 3 0 0 0.51
organized and easy to follow. 9 Satisfied
5. The content of the lectures met 4.7 Extremely
100 35 1 0 0 0.46
the training objectives. 3 Satisfied
6. The activity experience will be 4.7 Extremely
103 33 0 0 0 0.43
useful in my work. 6 Satisfied
4.7 Extremely
Mean 0.40
3 Satisfied
Program Management and
Facilities
1. The venue/ facilities were 4.5 Extremely
83 43 10 0 0 0.63
conducive for learning. 4 Satisfied
2. The program was well paced 4.5 Extremely
83 48 5 0 0 0.57
within the allotted time. 7 Satisfied
3. The facilitators/organizers were 4.6 Extremely
92 36 8 0 0 0.60
helpful. 2 Satisfied
4. The manual/hand out distributed 4.5 Extremely
83 39 14 0 0 0.68
was useful. 1 Satisfied
5. Participation and interaction 4.6 Extremely
93 33 8 2 0 0.67
were encouraged. 0 Satisfied
6. The workshop lived up to my 4.6 Extremely
92 39 5 0 0 0.55
expectations. 4 Satisfied
 4.5 Extremely
0.52
Mean 8 Satisfied
Speaker
1. The speaker showed illustration
4.7 Extremely
and clarification of idea 111 22 3 0 0 0.46
9 Satisfied
(Competence)

2. The speaker displayed thorough 4.7 Extremely

110 23 3 0 0 0.46
knowledge of the topic (Knowledge) 9 Satisfied

3. The speaker confident and

4.7 Extremely
spontaneous in explaining the 104 28 4 0 0 0.51
4 Satisfied
subject matter (Performance)
4. The speaker sustained the
4.7 Extremely
participants’ interests and built 103 27 6 0 0 0.54
1 Satisfied
rapport (Presentation skills)
5. The speaker managed his time 4.7 Extremely
104 27 5 0 0 0.52
properly (Time Properly) 3 Satisfied
4.7 Extremely
0.44
Mean 5 Satisfied
Over-all Impression
1. The webinar was beneficial to 4.7 Extremely
100 32 4 0 0 0.52
my research writing journey. 1 Satisfied
2. The webinar helps me better
4.7 Extremely
understand different research 100 31 5 0 0 0.54
0 Satisfied
concept.
3. This webinar expounds my 4.6 Extremely
97 35 4 0 0 0.53
knowledge and skills in research. 8 Satisfied
4. This webinar gives me a positive 4.6 Extremely
97 35 4 0 0 0.53
experience. 8 Satisfied
5. This webinar encouraged me in 4.6 Extremely
96 37 3 0 0 0.51
writing my research paper. 8 Satisfied
4.6 Extremely
Mean 0.47
9 Satisfied
4.6 Extremely
Over-all Mean 0.40
9 Satisfied
EPISODE 2: Structural Equation Modeling

Frequency of
Indicator WM SD Description
Responses
5 4 3 2 1
Program Content
1. There was an orderly flow of 3 Extremely
97 4 0 0 4.68 0.53
discussion. 5 Satisfied
2. The objectives of the activity were 3 Extremely
100 3 0 0 4.71 0.50
achieved. 3 Satisfied
3. The topics/ contents were 2 Extremely
109 2 0 0 4.79 0.45
relevant. 5 Satisfied
4. The topics/content was organized 3 Extremely
98 4 0 0 4.69 0.52
and easy to follow. 4 Satisfied
5. The content of the lectures met the 2 Extremely
104 4 0 0 4.74 0.51
training objectives. 8 Satisfied
6. The activity experience will be 3 Extremely
101 4 0 0 4.71 0.52
useful in my work. 1 Satisfied
Extremely
4.72 0.44
Mean Satisfied
Program Management and
Facilities
1. The venue/ facilities were 3 Extremely
87 11 0 0 4.56 0.64
conducive for learning. 8 Satisfied
2. The program was well paced 4 Extremely
85 7 0 0 4.57 0.59
within the allotted time. 4 Satisfied
3. The facilitators/organizers were 3 Extremely
94 4 0 0 4.66 0.53
helpful. 8 Satisfied
4. The manual/hand out distributed 4 Extremely
84 8 1 0 4.54 0.64
was useful. 3 Satisfied
5. Participation and interaction were 3 Extremely
92 6 1 0 4.62 0.61
encouraged. 7 Satisfied
6. The workshop lived up to my 3 Extremely
96 4 1 0 4.66 0.57
expectations. 5 Satisfied
Extremely
4.60 0.51
Satisfied
Speaker

1. The speaker showed illustration 2 Extremely

106 4 0 0 4.75 0.50
and clarification of idea (Competence) 6 Satisfied
2. The speaker displayed thorough 2 Extremely
106 4 0 0 4.75 0.50
knowledge of the topic (Knowledge) 6 Satisfied

3. The speaker confident and

2 Extremely
spontaneous in explaining the subject 109 5 0 0 4.76 0.51
2 Satisfied
matter (Performance)
4. The speaker sustained the
2 Extremely
participants’ interests and built rapport 102 7 0 0 4.70 0.56
7 Satisfied
(Presentation skills)
5. The speaker managed his time 3 Extremely
100 4 0 0 4.71 0.52
properly (Time Properly) 2 Satisfied
Extremely
4.73 0.47
Mean Satisfied
Over-all Impression
1. The webinar was beneficial to my 2 Extremely
100 8 0 0 4.68 0.58
research writing journey. 8 Satisfied
2. The webinar helps me better
3 Extremely
understand different research 96 6 0 0 4.66 0.56
4 Satisfied
concept.

3. This webinar expounds my 2 Extremely

103 4 0 0 4.73 0.51
knowledge and skills in research. 9 Satisfied

4. This webinar gives me a positive 2 Extremely

104 7 0 0 4.71 0.56
experience. 5 Satisfied

5. This webinar encouraged me in 3 Extremely

101 5 0 0 4.71 0.53
writing my research paper. 0 Satisfied

Extremely
Mean 4.70 0.51
Satisfied
Extremely
Over-all Mean 4.69 0.44
Satisfied
EPISODE 3: Theoretical and Conceptual Framework

Frequency of
Indicator WM SD Description
Responses
5 4 3 2 1
Program Content
1. There was an orderly flow of 3 Extremely
103 0 0 0 4.76 0.43
discussion. 3 Satisfied
2. The objectives of the activity were 2 Extremely
107 0 0 0 4.79 0.41
achieved. 9 Satisfied
3. The topics/ contents were 2 Extremely
115 0 0 0 4.85 0.36
relevant. 1 Satisfied
4. The topics/content was organized 3 Extremely
104 1 0 0 4.76 0.45
and easy to follow. 1 Satisfied
5. The content of the lectures met the 2 Extremely
109 1 0 0 4.79 0.42
training objectives. 6 Satisfied
6. The activity experience will be 2 Extremely
112 2 0 0 4.81 0.43
useful in my work. 2 Satisfied
Extremely
4.79 0.37
Mean Satisfied
Program Management and
Facilities
1. The venue/ facilities were 3 Extremely
92 8 1 0 4.60 0.64
conducive for learning. 5 Satisfied
2. The program was well paced 4 Extremely
82 10 2 0 4.50 0.70
within the allotted time. 2 Satisfied
3. The facilitators/organizers were 3 Extremely
95 5 2 0 4.63 0.63
helpful. 4 Satisfied
4. The manual/hand out distributed 3 Extremely
88 9 2 1 4.53 0.75
was useful. 6 Satisfied
5. Participation and interaction were 4 Extremely
91 4 1 0 4.62 0.58
encouraged. 0 Satisfied
6. The workshop lived up to my 3 Extremely
93 5 1 0 4.63 0.59
expectations. 7 Satisfied
Extremely
4.59 0.56
Satisfied
Speaker

1. The speaker showed illustration 2 Extremely

111 1 0 0 4.81 0.41
and clarification of idea (Competence) 4 Satisfied
2. The speaker displayed thorough 2 Extremely
115 0 0 0 4.85 0.36
knowledge of the topic (Knowledge) 1 Satisfied

3. The speaker confident and

2 Extremely
spontaneous in explaining the subject 111 1 0 0 4.81 0.41
4 Satisfied
matter (Performance)
4. The speaker sustained the
2 Extremely
participants’ interests and built rapport 111 2 0 0 4.80 0.44
3 Satisfied
(Presentation skills)
5. The speaker managed his time 2 Extremely
111 3 0 0 4.79 0.46
properly (Time Properly) 2 Satisfied
Extremely
4.81 0.37
Mean Satisfied
Over-all Impression
1. The webinar was beneficial to my 2 Extremely
107 0 0 0 4.79 0.41
research writing journey. 9 Satisfied
2. The webinar helps me better
2 Extremely
understand different research 110 1 0 0 4.80 0.42
5 Satisfied
concept.

3. This webinar expounds my 2 Extremely

107 3 0 0 4.76 0.48
knowledge and skills in research. 6 Satisfied

4. This webinar gives me a positive 3 Extremely

106 0 0 0 4.78 0.42
experience. 0 Satisfied

5. This webinar encouraged me in 2 Extremely

107 2 0 0 4.77 0.46
writing my research paper. 7 Satisfied

Extremely
Mean 4.78 0.38
Satisfied
Extremely
Over-all Mean 4.74 0.37
Satisfied
EPISODE 4: Qualitative Analysis: A Bedrock of Knowledge in Research

Frequency of
Indicator WM SD Description
Responses
5 4 3 2 1
Program Content
1. There was an orderly flow of Extremely
105 29 2 0 0 4.76 0.46
discussion. Satisfied
2. The objectives of the activity were Extremely
101 34 1 0 0 4.74 0.46
achieved. Satisfied
Extremely
3. The topics/ contents were relevant. 111 23 2 0 0 4.80 0.44
Satisfied
4. The topics/content was organized Extremely
101 33 2 0 0 4.73 0.48
and easy to follow. Satisfied
5. The content of the lectures met the Extremely
103 30 3 0 0 4.74 0.49
training objectives. Satisfied
6. The activity experience will be Extremely
106 29 1 0 0 4.77 0.44
useful in my work. Satisfied
Extremely
4.75 0.42
Mean Satisfied
Program Management and
Facilities
1. The venue/ facilities were Extremely
90 38 8 0 0 4.60 0.60
conducive for learning. Satisfied
2. The program was well paced within Extremely
95 34 7 0 0 4.65 0.58
the allotted time. Satisfied
3. The facilitators/organizers were Extremely
98 34 4 0 0 4.69 0.52
helpful. Satisfied
4. The manual/hand out distributed Extremely
87 40 6 2 1 4.54 0.72
was useful. Satisfied
5. Participation and interaction were Extremely
95 34 7 0 0 4.65 0.58
encouraged. Satisfied
6. The workshop lived up to my Extremely
97 35 4 0 0 4.68 0.53
expectations. Satisfied
Extremely
4.64 0.50
Satisfied
Speaker

1. The speaker showed illustration Extremely

112 23 1 0 0 4.82 0.41
and clarification of idea (Competence) Satisfied
2. The speaker displayed thorough Extremely
113 21 2 0 0 4.82 0.43
knowledge of the topic (Knowledge) Satisfied

3. The speaker confident and

Extremely
spontaneous in explaining the subject 113 22 1 0 0 4.82 0.40
Satisfied
matter (Performance)
4. The speaker sustained the
Extremely
participants’ interests and built rapport 115 18 2 1 0 4.82 0.48
Satisfied
(Presentation skills)
5. The speaker managed his time Extremely
108 25 2 1 0 4.76 0.51
properly (Time Properly) Satisfied
Extremely
4.81 0.39
Mean Satisfied
Over-all Impression
1. The webinar was beneficial to my Extremely
106 29 1 0 0 4.77 0.44
research writing journey. Satisfied
2. The webinar helps me better
Extremely
understand different research 108 26 2 0 0 4.78 0.45
Satisfied
concept.

3. This webinar expounds my Extremely

106 28 2 0 0 4.76 0.46
knowledge and skills in research. Satisfied

4. This webinar gives me a positive Extremely

109 26 1 0 0 4.79 0.42
experience. Satisfied

5. This webinar encouraged me in Extremely

109 26 1 0 0 4.79 0.42
writing my research paper. Satisfied

Extremely
Mean 4.78 0.40
Satisfied
Extremely
Over-all Mean 4.74 0.38
Satisfied
 Appendix E

COMPUTATION ON THE LEVEL OF RESEARCH SKILLS, ATTITUDES, AND

ANXIETY OF PRE-SERVICE TEACHERS

PRE- EVALUATION

Frequency of
Indicator WM SD Description
Responses
5 4 3 2 1
Research Skills
1. I know how to identify the
81 43 12 0 0 4.51 0.66 Always
literature gap of my study.
2. I know how to identify the
79 50 7 0 0 4.53 0.60 Always
general statement of my study.
3. I know how to formulate
my introduction carefully to catch 86 39 9 2 0 4.54 0.69 Always
the reader’s attention.
4. I know how to formulate
statement of the problem based 92 34 9 1 0 4.60 0.65 Always
on the title of my study.

5. I know how to formulate

the statement of the problem that 84 41 9 2 0 4.52 0.69 Always
will be investigated in my study.

6. I know how to formulate

the reasons and beneficiaries in 86 40 9 1 0 4.55 0.65 Always
conducting my research.
7. I know how to state the
scope and delimitation of my
research and the topics that are 94 35 6 1 0 4.63 0.61 Always
supposed to be included and
excluded in my study.
8. I know how to identify the
reliable sources, facts and ideas
94 33 7 2 0 4.61 0.66 Always
that are needed to support my
study.
9. I know how to identify the
unfamiliar key terms used in the
87 43 4 2 0 4.58 0.63 Always
study with brief but clear
definitions.
10. I know how to define the
key terms operationally and 91 34 8 3 0 4.57 0.71 Always
conceptually.
11. I know how to identify the
research methodology that is 84 43 7 2 0 4.54 0.67 Always
applicable for my study.
12. I know how to describe the
respondents comprehensively to
90 36 9 1 0 4.58 0.65 Always
fit the purpose and provide the
needed data of the study.
13. I know how to solve the
respondents of my study with
84 43 8 1 0 4.54 0.64 Always
exact numbers needed for my
study.
14. I know how to choose the
93 33 10 0 0 4.61 0.62 Always
exact locale of the study.
15. I know how to state the
reasons in the locale of the study
95 32 9 0 0 4.63 0.61 Always
why I need to conduct it in the
specific place
16. I know how to select
appropriately the instruments
89 39 7 1 0 4.59 0.63 Always
that are used to collect the
needed data for my study.
17. I know how to follow different
steps on what to do in 90 40 6 0 0 4.62 0.57 Always
conducting my research.
18. I know how to formulate the
step by step procedure in
88 39 8 1 0 4.57 0.64 Always
gathering the data with ethical
procedure.
19. I know how to determine the
statistical method that I will use 85 37 13 1 0 4.51 0.70 Always
to treat the data gathered.

Mean 4.57 0.55 Always

Research Attitudes

1. I like research. 44 60 29 3 0 4.07 0.79 Often

2. I enjoy doing research. 41 61 29 5 0 4.01 0.82 Often
3. I am confident when I have
37 56 37 5 1 3.90 0.87 Often
to deal with research.

4. I am under stress while

60 49 25 1 1 4.22 0.82 Often
doing research.

5. I can learn from research. 88 39 9 0 0 4.58 0.62 Always

6. I find it difficult to understand

40 49 43 3 1 3.91 0.87 Often
research concepts.

7. I find it difficult to understand

38 51 44 2 1 3.90 0.85 Often
research methods.

8. I find statistics formulas are

31 49 51 5 0 3.78 0.84 Often
easy to understand.
9. Research is a required part
91 32 13 136 0 4.57 0.66 Always
of my professional career.
10. Research skills make me
82 40 12 2 0 4.49 0.72 Often
more employable.
Mean 4.14 0.56 Often
Research Anxiety
1. The closer I am to research
work; the harder it is for me to 32 63 34 5 2 3.87 0.87 Often
concentrate on that.
2. When I perform research, I
worry that I will not remember 37 57 34 7 1 3.90 0.89 Often
the research protocol.
3. During data analysis, I think
that I am doing awful or that I 35 52 43 5 1 3.85 0.88 Often
may fail.
4. I lose focus on research and
cannot remember important 26 54 39 16 1 3.65 0.95 Often
aspects.
5. Usually I remember what to
do after the experiment is 24 58 45 8 1 3.71 0.85 Often
already over.
6. I worry so much before my
performance that I am too worn 41 60 30 4 1 4.00 0.84 Often
out to do my best.
7. I feel out of sorts or not
really myself when I take any 28 61 35 11 1 3.76 0.90 Often
research related tasks.
8. I find that my mind
sometimes wanders when I am
34 53 43 5 1 3.84 0.87 Often
taking an important research
task.
9. After completing a research
project, I worry about whether I 52 52 27 4 1 4.10 0.87 Often
did well enough.
10. I struggle with writing
research reports, or avoid them 33 48 43 10 2 3.74 0.96 Often
as long as I can.
Mean 3.84 0.73 Often
Over-all Mean 4.18 0.43 Often

POST- EVALUATION

Frequency of
Indicator WM SD Description
Responses
5 4 3 2 1
Research Skills
1. I know how to identify 0.5
78 54 3 1 0 4.54 Always
the literature gap of my study. 8
2. I know how to identify
0.6
the general statement of my 85 44 6 1 0 4.57 Always
2
study.
3. I know how to formulate
0.6
my introduction carefully to 76 50 10 0 0 4.49 Often
3
catch the reader’s attention.
4. I know how to formulate
0.6
statement of the problem 83 42 10 1 0 4.52 Always
7
based on the title of my study.
5. I know how to formulate
the statement of the problem 0.6
76 51 8 1 0 4.49 Often
that will be investigated in my 4
study.
6. I know how to formulate
0.7
the reasons and beneficiaries 80 40 15 1 0 4.46 Often
2
in conducting my research.
7. I know how to state the
scope and delimitation of my
0.6
research and the topics that 81 45 9 1 0 4.51 Always
6
are supposed to be included
and excluded in my study.
8. I know how to identify
the reliable sources, facts and 0.6
86 39 9 2 0 4.54 Always
ideas that are needed to 9
support my study.
9. I know how to identify
the unfamiliar key terms used 0.7
79 43 13 1 0 4.47 Often
in the study with brief but clear 0
definitions.
10. I know how to define the
0.6
key terms operationally and 87 40 8 1 0 4.57 Always
4
conceptually.
11. I know how to identify the
0.6
research methodology that is 74 49 12 1 0 4.44 Often
9
applicable for my study.
12. I know how to describe
the respondents
0.6
comprehensively to fit the 80 47 8 1 0 4.51 Always
4
purpose and provide the
needed data of the study.
13. I know how to solve the
respondents of my study with 0.6
77 46 12 1 0 4.46 Often
exact numbers needed for my 9
study.
14. I know how to choose the 0.6
87 41 7 1 0 4.57 Always
exact locale of the study. 3
15. I know how to state the
reasons in the locale of the 0.6
87 36 12 1 0 4.54 Always
study why I need to conduct it 9
in the specific place
16. I know how to select
appropriately the instruments 0.6
80 43 12 1 0 4.49 Often
that are used to collect the 9
needed data for my study.
17. I know how to follow
0.6
different steps on what to do in 85 40 10 1 0 4.54 Always
7
conducting my research.
18. I know how to formulate
the step by step procedure in 0.6
79 44 12 1 0 4.48 Often
gathering the data with ethical 9
procedure.
19. I know how to determine
0.7
the statistical method that I will 72 49 14 1 0 4.41 Often
0
use to treat the data gathered.
0.5
Mean 4.50 Always
6

Research Attitudes

0.7
1. I like research. 43 60 30 3 0 4.05 Often
9
0.8
2. I enjoy doing research. 37 57 36 6 0 3.92 Often
4
3. I am confident when I 0.8
34 54 43 5 0 3.86 Often
have to deal with research. 4

4. I am under stress while 0.8

48 49 36 2 1 4.04 Often
doing research. 6

0.6
5. I can learn from research. 82 42 12 0 0 4.51 Always
6
6. I find it difficult to
0.8
understand research 39 41 52 4 0 3.85 Often
8
concepts.
7. I find it difficult to 0.9
36 45 47 7 1 3.79 Often
understand research methods. 2

8. I find statistics formulas 0.9

36 40 52 7 1 3.76 Often
are easy to understand. 3
9. Research is a required 0.7
87 26 23 0 0 4.47 Often
part of my professional career. 7
10. Research skills make me 0.7
69 43 23 1 0 4.32 Often
more employable. 8
0.5
Mean 4.06 Often
9
Research Anxiety
1. The closer I am to
1.0
research work; the harder it is 27 34 59 12 4 3.50 Often
0
for me to concentrate on that.
2. When I perform research,
I worry that I will not 1.0
28 38 52 14 4 3.53 Often
remember the research 3
protocol.
3. During data analysis, I
0.9
think that I am doing awful or 24 33 62 16 1 3.46 Sometimes
4
that I may fail.
4. I lose focus on research
1.0
and cannot remember 21 33 54 22 6 3.30 Sometimes
6
important aspects.
5. Usually I remember what
0.5
to do after the experiment is 51 82 1 2 0 4.34 Often
7
already over.
6. I worry so much before
0.9
my performance that I am too 16 41 63 12 4 3.39 Sometimes
1
worn out to do my best.
7. I feel out of sorts or not
0.9
really myself when I take any 8 38 62 20 8 3.13 Sometimes
4
research related tasks.
8. I find that my mind
sometimes wanders when I 0.8
0 22 70 34 10 2.76 Sometimes
am taking an important 1
research task.
9. After completing a
0.6
research project, I worry about 0 18 74 42 2 2.79 Sometimes
8
whether I did well enough.
10. I struggle with writing
0.8
research reports, or avoid 0 11 56 47 22 2.41 Rarely
6
them as long as I can.
0.5
Mean 3.26 Sometimes
7
0.4
Over-all Mean 3.94 Often
3
 Appendix F

COMPUTATION ON THE SIGNIFICANT DIFFERENCE BETWEEN THE PRE-

EVALUATION AND POST- EVALUATION OF THE RESEARCH SKILLS,
ATTITUDES, AND ANXIETY OF PRE-SERVICE TEACHERS

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 SKILLS1 4.5700 136 .55277 .04740
SKILLS2 4.5046 136 .55970 .04799
Pair 2 ATTITUDE1 4.1441 136 .56132 .04813
ATTITUDE2 4.0574 136 .59425 .05096
Pair 3 ANXIETY1 3.8404 136 .73226 .06279
ANXIETY2 3.2625 136 .56972 .04885
Pair 4 RESEARCH1 4.1849 136 .43075 .03694
RESEARCH2 3.9415 136 .42605 .03653

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 SKILLS1 -
.06540 .60897 .05222 -.03787 .16867 1.252 135 .213
SKILLS2
Pair 2 ATTITUDE1 -
.08676 .62442 .05354 -.01913 .19266 1.620 135 .107
ATTITUDE2
Pair 3 ANXIETY1 -
.57794 .82845 .07104 .43745 .71843 8.136 135 .000
ANXIETY2
Pair 4 RESEARCH1
- .24337 .50131 .04299 .15835 .32838 5.661 135 .000
RESEARCH2
 Appendix F

COMPUTATION ON THE SIGNIFICANT RELATIONSHIP AMONG RESEARCH

SKILLS, ATTITUDES, AND ANXIETY OF PRE-SERVICE TEACHERS

Descriptive Statistics
Mean Std. Deviation N
SKILLS 4.5700 .55277 136
ATTITUDE 4.1441 .56132 136
ANXIETY 3.8404 .73226 136
RESEARCH 4.1849 .43075 136
SKILLS 4.5046 .55970 136
ATTITUDE 4.0574 .59425 136
ANXIETY 3.2625 .56972 136
RESEARCH 3.9415 .42605 136

Correlations

SKILLS ATTITUDE ANXIETY RESEARCH SKILLS

SKILLS Pearson
1 .373** -.042 .566** .401**
Correlation
Sig. (2-tailed) .000 .625 .000 .000
N 136 136 136 136 136
ATTITU Pearson
.373** 1 .384** .812** .293**
DE Correlation
Sig. (2-tailed) .000 .000 .000 .001
N 136 136 136 136 136
ANXIET Pearson
-.042 .384** 1 .715** -.010
Y Correlation
Sig. (2-tailed) .625 .000 .000 .912
N 136 136 136 136 136
RESEAR Pearson
.566** .812** .715** 1 .293**
CH Correlation
Sig. (2-tailed) .000 .000 .000 .001
N 136 136 136 136 136
SKILLS Pearson
.401** .293** -.010 .293** 1
Correlation
Sig. (2-tailed) .000 .001 .912 .001
N 136 136 136 136 136
ATTITU Pearson
.292** .417** .049 .334** .577**
DE Correlation
Sig. (2-tailed) .001 .000 .570 .000 .000
N 136 136 136 136 136
ANXIET Pearson
-.136 .024 .209* .071 .080
Y Correlation
Sig. (2-tailed) .115 .784 .015 .413 .357
N 136 136 136 136 136
RESEAR Pearson
.251** .333** .112 .315** .742**
CH Correlation
Sig. (2-tailed) .003 .000 .195 .000 .000
N 136 136 136 136 136

Correlations
ATTITUDE ANXIETY RESEARCH
SKILLS Pearson Correlation .292** -.136 .251**
Sig. (2-tailed) .001 .115 .003
N 136 136 136
ATTITUDE Pearson Correlation .417** .024 .333**
Sig. (2-tailed) .000 .784 .000
N 136 136 136
ANXIETY Pearson Correlation .049 .209* .112
Sig. (2-tailed) .570 .015 .195
N 136 136 136
RESEARCH Pearson Correlation .334** .071 .315**
Sig. (2-tailed) .000 .413 .000
N 136 136 136
SKILLS Pearson Correlation .577** .080 .742**
Sig. (2-tailed) .000 .357 .000
N 136 136 136
ATTITUDE Pearson Correlation 1 .307** .855**
Sig. (2-tailed) .000 .000
N 136 136 136
ANXIETY Pearson Correlation .307** 1 .624**
Sig. (2-tailed) .000 .000
N 136 136 136
RESEARCH Pearson Correlation .855** .624** 1
Sig. (2-tailed) .000 .000
N 136 136 136

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).
 Appendix G

COMPUTATION ON THE SIGNIFICANT IMPACT IN THE LEVEL OF RESEARCH

SKILLS AND ATTITUDES TO THE ANXIETY OF PRE-SERVICE TEACHERS

Model Summary

Std. Error of the

Model R R Square Adjusted R Square Estimate
1 .433a .187 .175 .66506

a. Predictors: (Constant), ATTITUDE, SKILLS

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 13.561 2 6.780 15.330 .000b
Residual 58.827 133 .442
Total 72.388 135

a. Dependent Variable: ANXIETY

b. Predictors: (Constant), ATTITUDE, SKILLS

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 2.636 .545 4.833 .000
SKILLS -.286 .112 -.216 -2.559 .012
ATTITUDE .606 .110 .464 5.511 .000

a. Dependent Variable: ANXIETY

 Model Summary
Std. Error of the
Model R R Square Adjusted R Square Estimate
1 .384a .147 .141 .67870
2 .433b .187 .175 .66506

a. Predictors: (Constant), ATTITUDE

b. Predictors: (Constant), ATTITUDE, SKILLS

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 10.664 1 10.664 23.150 .000b
Residual 61.724 134 .461
Total 72.388 135
2 Regression 13.561 2 6.780 15.330 .000c
Residual 58.827 133 .442
Total 72.388 135

a. Dependent Variable: ANXIETY

b. Predictors: (Constant), ATTITUDE
c. Predictors: (Constant), ATTITUDE, SKILLS

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 1.765 .435 4.057 .000
ATTITUDE .501 .104 .384 4.811 .000
2 (Constant) 2.636 .545 4.833 .000
ATTITUDE .606 .110 .464 5.511 .000
SKILLS -.286 .112 -.216 -2.559 .012

a. Dependent Variable: ANXIETY

 Excluded Variablesa
Collinearity
Statistics
Model Beta In t Sig. Partial Correlation Tolerance
1 SKILLS -.216b -2.559 .012 -.217 .861

a. Dependent Variable: ANXIETY

b. Predictors in the Model: (Constant), ATTITUDE

Model Summary

Std. Error of the

Model R R Square Adjusted R Square Estimate
1 .330a
.109 .095 .54185

a. Predictors: (Constant), ATTITUDE, SKILLS

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 4.770 2 2.385 8.123 .000b
Residual 39.049 133 .294
Total 43.819 135

a. Dependent Variable: ANXIETY

b. Predictors: (Constant), ATTITUDE, SKILLS

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 2.410 .398 6.051 .000
SKILLS -.149 .102 -.147 -1.462 .146
 ATTITUDE .376 .096 .392 3.912 .000

a. Dependent Variable: ANXIETY

Model Summary

Std. Error of the

Model R R Square Adjusted R Square Estimate
1 .307a .095 .088 .54414

a. Predictors: (Constant), ATTITUDE

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 4.142 1 4.142 13.990 .000b
Residual 39.676 134 .296
Total 43.819 135

a. Dependent Variable: ANXIETY

b. Predictors: (Constant), ATTITUDE

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 2.067 .323 6.395 .000
ATTITUDE .295 .079 .307 3.740 .000

a. Dependent Variable: ANXIETY

Excluded Variablesa
Collinearity
Partial Statistics
Model Beta In t Sig. Correlation Tolerance
1 SKILLS -.147b -1.462 .146 -.126 .667
a. Dependent Variable: ANXIETY
b. Predictors in the Model: (Constant), ATTITUDE
 CURRICULUM VITAE

PERSONAL DATA

Name : Sheena Marie O. Garao

Date of Birth : October 7, 2000

Place of Birth : General Santos City

Religion : Roman Catholic

Parents : Mr. Arnulfo D. Garao

Mrs. Elizabeth O. Garao

Home Address : Purok 12- A, Klinan 5, Barangay Mabuhay

General Santos City

Email Address : sheenamarie.garao@msugensan.edu.ph

EDUCATIONAL ATTAINMENT

ELEMENTARY
Mabuhay Elementary School
Mabuhay, General Santos City
2007 – 2013

JUNIOR HIGH SCHOOL

Engracia L. Valdomar National School
Mabuhay, General Santos City
2013 – 2017

SENIOR HIGH SCHOOL

Engracia L. Valdomar National School
Mabuhay, General Santos City
Humanities and Social Sciences (HUMSS)
2017 – 2019

TERTIARY
Mindanao State University- General Santos City
Fatima, General Santos City
Bachelor of Elementary Education- General Education
2019 – Present
 CURRICULUM VITAE

PERSONAL DATA

Name : Al Owenn C. Omapas

Date of Birth : January 24, 2000

Place of Birth : Polomolok, South Cotabato

Religion : Protestant

Parents : Mr. Allan Omapas

Mrs. Maria Theresa Omapas

Home Address : Blk. 2, Lot 42, Purok 30, Barangay Lagao,

General Santos City

Email Address : alowenn.omapas@msugensan.edu.ph

EDUCATIONAL ATTAINMENT

ELEMENTARY
Dadiangas West Central Elementary School
Dadiangas West, General Santos City
2007 – 2013

JUNIOR HIGH SCHOOL

Lagao National School
Lagao, General Santos City
2013 – 2017

SENIOR HIGH SCHOOL

Lagao National School
Lagao, General Santos City
Humanities and Social Sciences (HUMSS)
2017 – 2019

TERTIARY
Mindanao State University- General Santos City
Fatima, General Santos City
Bachelor of Elementary Education- General Education
2019 – Present
 CURRICULUM VITAE

PERSONAL DATA

Name : Dianna Mae A. Tiongson

Date of Birth : March 20, 2000

Place of Birth : General Santos City

Religion : Roman Catholic

Parents : Mr. Roal R. Tiongson

Mrs. Eliza A. Tiongson

Home Address : Dona Soledad Subdivision, Barangay Labangal,

General Santos City

Email Address : diannamae.tiongson@msugensan.edu.ph

EDUCATIONAL ATTAINMENT

ELEMENTARY
GSC SPED Integrated School
San Isidro, General Santos City
2007 – 2013

JUNIOR HIGH SCHOOL

GSC SPED Integrated School
San Isidro, General Santos Cit
2013 – 2017

SENIOR HIGH SCHOOL

Notre Dame of Dadiangas University Ibed Espina Campus
Labangal, General Santos City
Humanities and Social Sciences (HUMSS)
2017 – 2019

TERTIARY
Mindanao State University- General Santos City
Fatima, General Santos City
Bachelor of Elementary Education- General Education
2019 – Present